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Examining the Types, Features, and Use of Instructional Materials in Afterschool Science

机译：检查课后科学中教学材料的类型，特征和使用

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摘要

Afterschool programs have garnered much attention as promising environments for learning where children can engage in rich science activities. Yet, little is known about the kinds of instructional materials used in typical, large-scale afterschool programs that implement science with diverse populations of children. In this study, we investigated the types, features, and use of science instructional materials at more than 150 public afterschool program sites across California. Using afterschool site survey data, we categorized the types and the range of materials used at the sites. We then collected a subsample of the instructional materials for in-depth analysis of their support features for enabling staff and children to enact science. We also interviewed afterschool site staff to better understand how they selected and used materials. Results from our analysis of survey and interview data show that afterschool staff primarily used stand-alone lessons and activities found on the Internet or in activity books as resources for planning and enacting science. Our analysis of the subsample of instructional materials indicate that curricular materials, while used less frequently by afterschool staff, have on average more of the support features that would help them implement high-quality science experiences with children.
机译：课外学习计划作为有希望的学习环境，使孩子们可以从事丰富的科学活动而受到了广泛的关注。然而，对于在典型的，大规模的课后计划中使用的教学材料种类知之甚少，这些课程实施了针对不同儿童群体的科学。在这项研究中，我们调查了加利福尼亚州150多个公共课后计划站点的科学教学材料的类型，特征和用途。利用课后现场调查数据，我们对现场使用的材料的类型和范围进行了分类。然后，我们收集了教学材料的子样本，以深入分析其支持功能，使教职员工和孩子们能够制定科学。我们还采访了课后工作人员，以更好地了解他们如何选择和使用材料。我们对调查和访谈数据的分析结果表明，课余工作人员主要将互联网或活动手册中的独立课程和活动用作规划和实施科学的资源。我们对教学材料子样本的分析表明，课程材料虽然在课后工作人员中较少使用，但平均而言，它们具有更多的支持功能，可以帮助他们实现对孩子的高质量科学体验。

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