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.


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Team Members

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


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


Related URLs

NIOST Full Text


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