authoring New identities through Engagement in an after School Science Club, ...Stephanie Chasteen
An invited talk by Hosun Kang at the Winter meeting of AAPT.
--
There is growing evidence that out-of-school informal science programs, such as after-school science clubs, can promote science learning (NRC, 2009). We have been studying young women’s learning and participa- tion in science as they traverse across various “science spaces,” including after-school science clubs and school science classrooms, and the impact this has on their identity development (or sense of future selves in science). Findings indicate that informal learning opportunities, when they are
both continuous and complementary to school science, play critical roles in shaping how and why girls identify with science, and the ways in which such identity work can transfer from out-of-school settings to in-school settings, in ways that positively impact their participation and learning there. In my talk I focus on these findings, and describe the mechanisms of transfer that support girls in leveraging out of school learning for success in school science.
Imagine connecting with social photo enthusiast to build brand, influence product, and establish engaging dialog with one of the most active consumer demographics on the web.
authoring New identities through Engagement in an after School Science Club, ...Stephanie Chasteen
An invited talk by Hosun Kang at the Winter meeting of AAPT.
--
There is growing evidence that out-of-school informal science programs, such as after-school science clubs, can promote science learning (NRC, 2009). We have been studying young women’s learning and participa- tion in science as they traverse across various “science spaces,” including after-school science clubs and school science classrooms, and the impact this has on their identity development (or sense of future selves in science). Findings indicate that informal learning opportunities, when they are
both continuous and complementary to school science, play critical roles in shaping how and why girls identify with science, and the ways in which such identity work can transfer from out-of-school settings to in-school settings, in ways that positively impact their participation and learning there. In my talk I focus on these findings, and describe the mechanisms of transfer that support girls in leveraging out of school learning for success in school science.
Imagine connecting with social photo enthusiast to build brand, influence product, and establish engaging dialog with one of the most active consumer demographics on the web.