Where It Gets Interesting: Competing Models of STEM Learning After School

March 1st, 2013 | RESEARCH

This article discusses competing models of afterschool programming. It points out the weaknesses of the additive model and concludes that the contextual model is advantageous in fostering STEM learning environments. It encourages cross-setting approaches in the design, development, and documentation of out-of-school activities.

Document

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Team Members

Bronwyn Bevan, Author, The Exploratorium
Vera Michalchik, Author, SRI International

Citation

Publication: Afterschool Matters
Volume: 17
Page(s): 1

Funders

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NIOST Full Text

Tags

Audience: Educators | Teachers | Museum | ISE Professionals
Discipline: Education and learning science | Engineering | General STEM | Mathematics | Technology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Public Programs