OST Programs: Vital Partners in STEM Education Anita Krishnamurthi - - PowerPoint PPT Presentation

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OST Programs: Vital Partners in STEM Education Anita Krishnamurthi - - PowerPoint PPT Presentation

Nov 17, 2023 321 likes •469 views

OST Programs: Vital Partners in STEM Education Anita Krishnamurthi Vice President, STEM Policy When does learning occur? Credit: Life Center, Univ. of Washington Ecosystem for Learning Social Supports Parents Friends Educators

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OST Programs: Vital Partners in STEM Education

Anita Krishnamurthi Vice President, STEM Policy

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When does learning occur?

Credit: Life Center, Univ. of Washington

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“Ecosystem for Learning”

Learner

Learning Environments

  • School
  • Afterschool & Summer
  • Home
  • Science Centers & others

Policy & Other

  • Federal Policy
  • National Standards

Social Supports

  • Parents
  • Friends
  • Educators
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  • Developing a science or STEM “identity”

crucial (Tai, ASPIRES study)

What the research says

IDENTITY

Value, Relevance

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Study results show that afterschool providers and supporters believe that afterschool STEM programs can support young people to:

Defining appropriate outcomes

Develop interest in STEM and STEM learning activities Develop capacities to productively engage in STEM learning activities Come to value the goal of STEM and STEM learning activities

Full report available at:

www.afterschoolalliance.org/STEM-PUBLICATIONS.CFM

A B C

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www.afterschoolalliance.org

Indicators of Progress

Active participation in STEM learning opportunities Understanding the value of STEM in society Ability to exercise STEM-relevant life and career skills Awareness of STEM professions Ability to productively engage in STEM processes of investigation Curiosity about STEM topics, concepts or practices

1 3 4 5 6 2

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Elements of quality

Features of the Learning Environment

Organization Materials Space Utilization

Activity Engagement

Participation Purposeful Activities Engagement with STEM

STEM Knowledge & Practices

STEM Content Learning Inquiry Reflection

Youth Development in STEM

Relationships Relevance Youth Voice

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  • Program dosage is generally related to students’

science interest

  • Program quality is related to students’ science

interest

  • Students attending science programs tend to

report positive changes on indicators of social- emotional and 21st century skills

Impact of quality on outcomes

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Resources – Networks & Intermediaries

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  • Curricula
  • Partners
  • Science Centers, Universities, Government

Labs, Corporations (see AA issue brief)

  • Assessment –
  • Quality of programs – DoS tool, STEM PQA
  • Youth outcomes – Common Instrument,

Assessment Tools in Informal Science (ATIS; http://www.pearweb.org/atis)

Resources (contd.)

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  • Website - www.afterschoolalliance.org/STEM
  • Examples & Models – STEM Storybook
  • akrishnamurthi@afterschoolalliance.org;

Learn more!

@afterschool4all /afterschoolalliancedc Afterschool Snack Blog

Read Us Like Us Follow Us

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Afterschool 101

  • 8.5 million children in afterschool programs
  • 15 million unsupervised
  • Demand outstrips availability

______________________________________________________

  • Girls participate in equal numbers to boys
  • African-American & Hispanic children participate in

greater numbers

  • Children in federally funded afterschool programs

participate for average of 14.5 hours/week

______________________________________________________

  • Benefits of afterschool well-known:
  • Improved attendance, class behavior & coursework
  • Helps working parents & worker productivity
  • Huge support from voters
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High Confidence

  • Active engagement and focus in STEM

learning activities

  • Ability to work in teams to conduct

STEM investigations

  • Active inquiries into STEM topics,

concepts, or practices

  • Understanding of the variety of STEM

careers related to different fields of study

  • Understanding of relevance of STEM

to everyday life, including personal life

  • Demonstration of STEM skills
  • Applied problem-solving abilities to

conduct STEM investigations

  • Awareness of opportunities to

contribute to society through STEM Medium Confidence

  • Understanding of STEM methods of

investigation

  • Knowledge of how to pursue STEM

careers

  • Mastery of technologies and tools

that can assist in STEM investigations

  • Knowledge of important civic,

global, and local problems that can be addressed by STEM

  • Pursuit of in-school STEM learning
  • pportunities
  • Awareness that STEM is accessible

to all

  • Active information seeking about

mechanical or natural phenomena

  • r objects
  • Demonstration of STEM knowledge

Sub-Indicators

(specific, measureable)