August 30th, 2014 | RESEARCH
This poster, presented at the 2014 AISL PI Meeting, shows the impact of an afterschool program that brought hands-on, inquiry-based science to ELL students in a low SES area of Southern California. Data sources included observation of lessons, interviews with students, and collection of student work Results demonstrate a shift in student thinking around students' internalization of becoming a scientist and who is capable of being a scientist.
Document
2014-10-25_Shea_AISL_Poster_for_CaSTL_Aug2014.pdf
Team Members
University of California, Irvine, ContributorLauren Shea, Evaluator, University of California, Irvine
Funders
Funding Source: NSF
Funding Program: ISE/AISL
Related URLs
Chemistry in Afterschool - Partnership with CaSTL and the Boys and Girls Club
Tags
Access and Inclusion: Low Socioeconomic Status
Audience: Educators | Teachers | Elementary School Children (6-10) | Museum | ISE Professionals
Discipline: Chemistry | Education and learning science | Nature of science | Physics
Resource Type: Conference Proceedings | Reference Materials
Environment Type: Afterschool Programs | Public Programs