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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >Scientists for Tomorrow - A Self-Sustained Initiative to Promote STEM in Out-of-School Time Frameworks in Under-served Community-Based Organizations: Evaluation and Lessons Learned
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Scientists for Tomorrow - A Self-Sustained Initiative to Promote STEM in Out-of-School Time Frameworks in Under-served Community-Based Organizations: Evaluation and Lessons Learned

机译：明天的科学家 - 一个自我持续的倡议，促进潜在的基于社区组织的课外时间框架：评估和经验教训

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In 2011, the Scientist for Tomorrow (SfT) initiative was created after receiving a grant from the National Science Foundation's Informal Science Education program. The SfT initiative is designed to utilize a science-based curriculum to provide urban youth in Chicago with information and skills related to science, technology, engineering, arts and mathematics (STEAM) careers and foster positive attitudes toward STEAM subjects and related careers. This grant financially sustained SfT and allowed it to serve 15 out-of-school-time organizations for two years. Today, the SfT initiative is in its sixth year, serving more than 40 out-of-school time organizations, 600 middle school student and 150 parents per semester in a self-sustained mode. The Scientists for Tomorrow initiative is a partnership between postsecondary institutions, out-of-school time organizations and informal-science education providers. The initiative is implemented throughout communities during the academic school year exploring different learning module, such as "Alternative Energies," "Physics of Sound and Mathematics of Music," "People and Plants," "Robotics" and "Astronomy". Before each module starts, the SfT initiative provides more than 15 hours of professional development for all of the instructors involved in the program. Each session includes 10 weekly, 90-minute classes exploring the modules, as well as a Family Science Day field trip, where participating students and their families are invited to one of SfT's partner institutions, including the Museum of Science and Industry, The Field Museum of Natural History and the Peggy Notebaert Nature Museum. The question the SfT initiative explores is if there are changes in participants' and out-of-school time organization leadership's attitude towards STEAM, as well as a gain in content knowledge. To study this question, participants are given a survey gaging their attitudes and knowledge about STEAM before and after each module. Additionally, all instructors are required to complete Activity Journal Logs after each of their class sessions. These journals allow instructors to reflect on their classes and help to identify where they needed more support from the SfT initiative. Finally, the out-of-school-time organization's director, program coordinators and volunteers are given a survey to evaluate the program as a whole at the end of each module. Four years of external evaluation show that the SfT initiative cultivates a modest gain in content knowledge and an increase in positive attitudes towards STEAM. The findings also show a significant, positive change of attitude from out-of-school-time organizations' leadership toward the introduction of STEAM academic enrichment activities as part of the regular activities in their out-of-school-time programs. As the Scientists for Tomorrow initiative has grown, some of the lessons learned include 1) the need to have more parental involvement in the SfT initiative's activities to ensure success, 2) the need to provide instructors with flexible professional development opportunities and feedback conversations to ensure the quality of the learning process remains high and the growth of the out-of-school-time organizations' capacity to continue promoting STEAM as an integral part of their out-of-school-time model, and 3) the need to promote the public perception that out-of-school-time learning is as important as formal education in helping academically advance students, especially those in underserved communities.
机译：2011年，明天（SFT）倡议的科学家在获得国家科学基金会的非正式科学教育计划的批准后创建。 SFT倡议旨在利用科学为基础的课程，以便在芝加哥提供与科学，技术，工程，艺术和数学（Steam）职业相关的信息和技能，并促进对蒸汽科目和相关职业的积极态度。这是经济上持续的SFT，并允许它为15个外勤组织服务两年。今天，SFT倡议是第六年，服务于40多名上学时间组织，600名中学生，每学期在自持模式下为150名父母。明天倡议的科学家是职业后期机构，校外时间组织和非正式科学教育提供者之间的伙伴关系。该倡议在学术学年期间在探索不同学习模块的学术学年期间实施，例如“替代能源”，“音乐的声音和数学的物理，”“人物和植物”，“机器人”和“天文学”和“天文学”。在每个模块开始之前，SFT计划为该计划中涉及的所有教师提供超过15小时的专业开发。每次会议包括10周，90分钟的课程探索模块以及家庭科学日实地考察，参与的学生及其家庭被邀请到SFT的合作伙伴机构之一，包括科学和工业博物馆，野外博物馆自然历史和Peggy Stopbaert自然博物馆。问题SFT倡议探索的问题是参与者和校外时间组织领导力的变化，对蒸汽的态度以及内容知识的收益。为学习这个问题，参与者在每个模块之前和之后都会调查他们的态度和知识。此外，所有教师都需要在每个类会话后完成活动期刊日志。这些期刊允许教师反思他们的课程，并帮助确定他们需要更多支持SFT倡议的支持。最后，给出了外学时组织的董事，计划协调员和志愿者进行了调查，以在每个模块结束时将计划评估为整体。四年的外部评价表明，SFT倡议培养了内容知识的适度增益，增加了对蒸汽的积极态度。结果还表现出从中学校时代的组织领导地领导蒸汽学术浓缩活动的一部分，这一调查结果显着，积极的态度变化，作为其外出时间课程的正常活动的一部分。随着明天倡议的科学家已经增长，一些经验教训包括1）需要有更多的父母参与SFT主动性的活动，以确保成功，2）需要为教师提供灵活的专业发展机会和反馈对话以确保学习过程的质量仍然很高，辍学时间的增长能力继续促进蒸汽作为其外出时间模型的一个组成部分，以及3）促进的需要公众看来，外出时光学习与在帮助学者推进学生的正规教育，特别是那些在不足社区中的教育中一样重要。

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