Download - BGCA STEM Afterschool presentation
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Carol Tang, Ph.D.
Stephen D. Bechtel Jr Foundation
Engaging Youth Through STEM
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Imagine
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+Imagine a place where…
Free and reduced lunches are provided,
snacks are distributed,
physical activity is encouraged onsite.
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+Imagine a place where…
Individuality, creativity, leadership, critical thinking, social skills, and ability to learn from mistakes are as valuable as book smarts.
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+Imagine a place where…
Participants choose their own projects,
their projects are relevant to their communities,
and they work together on teams to solve problems they care about.
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+Imagine a place where…
Participants expect to have fun…
and if they don’t, they vote with their feet.
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Imagine
Afterschool
Summer
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+BGCA High-Yield Activities
Gain new knowledge or skills; or reinforce something they’ve learned in school.
Experience new ways to apply existing knowledge.
Engage in creative expression.
Test their own solutions to real-world issues.
Work in groups to achieve a goal.
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Imagine
BGCA
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Imagine
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Photos from Google.com & Balazs H.
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+STEM
Youth Programming
CreativityExploration
Self-directedProject-based
RelevantFun
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+STEM BGCA
CreativityExploration
Self-directedProject-based
RelevantCareer development/Economic justice
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+ STEM in America
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+Question—
Q: Do girls report that their parents would like them to be actresses or engineers?
A: Twice as many girls say their parents encourage them to be actresses over those that say engineers
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Women
Latino/Hispanic
African American
0% 5%10%
15%20%
25%30%
35%40%
45%50%
STEM jobsWorkforce
Under-represented in STEM
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+True or False?
Highly accomplished scientists and engineers (including Nobel Prize winners) often cite experiences outside of the classroom as being influential.
TRUE!
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+True or False
Boys take more high school math and science classes and have higher math and science GPA’s than girls.
FALSE!
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+True or False
Grades in science and math classes are the best way to predict who will become a scientist.
FALSE! Interest in science in 8th grade is a better predictor.
Tai et al. 2006
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Afterschool STEM can level the playing field
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+High Quality
Science LearningHigh Quality
Youth Development
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+ Science Learning Youth Development
Curiosity Exploration
Motivation Shows initiative
Responsibility Self-determination
Persistence Persistence
Science Capable Mastery
Identity Sees ability to succeed
Appreciation Relevance
Interest Engagement
Science Learning Youth Development
Curiosity
Motivation
Responsibility
Persistence
Science Capable
Identity
Appreciation
Interest
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Photos from UC Berkeley and MIT News Office, by Patrick Gillooly
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+High Quality
Science LearningHigh Quality
Youth Development
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+ YouTube Channel
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+Adult mentors and role models
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+http://pearweb.org/atis
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Learning that is active
Learning that is collaborative
Learning that is meaningful
Learning that supports mastery
Learning that expands horizons
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+Magic Trick
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+Was this a great learning activity?
good
somewhat okay
not good
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+ This is STEM!
This is STEAM! This is SHTEAM!
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+Was this a great learning activity?
good
somewhat okay
not good
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+How would you design a better STEM afterschool activity?
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One-sided object
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+Scientific Thinking and Process Skills
Observing Communicating Comparing/measuring Ordering CategorizingRelatingInferringApplying http://www1.cyfernet.org/prog/schl/
science/4h590.html
Science Guidelines for Nonformal Education Carlson and Maxa 1997 4H
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+BGCA High-Yield Activities
Gain new knowledge or skills; or reinforce something they’ve learned in school.
Experience new ways to apply existing knowledge.
Engage in creative expression.
Test their own solutions to real-world issues.
Work in groups to achieve a goal.
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+STEM BGCA
CreativityExploration
Self-directedProject-based
RelevantCareer development/Economic justice
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Growing healthy young people through science experiences
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+Resources
AfterschoolScience.org
@SciAfterSchool
@CarolTang1
www.Slideshare.net/ScienceAfterSchool/presentations