LOST Opportunities Learning in Out-of-School Time - edition reliée, livre de poche

EAN (ISBN-13): 9789400743038
ISBN (ISBN-10): 9400743033
Version reliée
Date de parution: 2012
Editeur: Springer
297 Pages
Poids: 0,610 kg
Langue: Englisch

Livre dans la base de données depuis 2008-03-06T19:05:55+01:00 (Paris)
Page de détail modifiée en dernier sur 2023-05-13T19:09:23+02:00 (Paris)
ISBN/EAN: 9400743033

ISBN - Autres types d'écriture:
94-007-4303-3, 978-94-007-4303-8
Autres types d'écriture et termes associés:
Auteur du livre: bell stevens, bevan, raz, philip reed, bell steve
Titre du livre: purpose, lost, time school, time out time

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Données de l'éditeur

Auteur: Bronwyn Bevan
Titre: Explorations of Educational Purpose; LOST Opportunities - Learning in Out-of-School Time
Editeur: Springer; Springer Netherland
298 Pages
Date de parution: 2012-07-25
Dordrecht; NL
Imprimé / Fabriqué en
Langue: Anglais
109,99 € (DE)

BB; Hardcover, Softcover / Pädagogik/Erwachsenenbildung; Fachspezifischer Unterricht; Verstehen; OST; STEM; afterschool activities; afterschool organizations; everyday learning; everyday mathematics; everyday science; informal learning; informal science; mathematics education; mathematics learning; non-school settings; out-of-school time; out-of-school-time; science education; science learning; situated learning; learning and instruction; Science Education; Mathematics Education; Instructional Psychology; Naturwissenschaften, allgemein; Mathematik; Pädagogische Psychologie; EA; BC

Learning in informal settings is attracting growing attention from policymakers and researchers, yet there remains, at the moment, a dearth of literature on the topic. Thus this volume, which examines how science and mathematics are experienced in everyday and out-of-school-time (OST) settings, makes an important contribution to the field of the learning sciences. Conducting research on OST learning requires us to broaden and deepen our conceptions of learning as well as to better identify the unique and common qualities of different learning settings. We must also find better ways to analyze the interplay between OST and school-based learning.In this volume, scholars develop theoretical structures that are useful not only for understanding learning processes, but also for helping to create and support new opportunities for learning, whether they are in or out of school, or bridging a range of settings. The chapters in this volume include studies of everyday and situated processes that facilitate science and mathematics learning. They also feature new theoretical and empirical frameworks for studying learning pathways that span both in- and out-of-school time and settings. Contributors also examine structured OST programs in which everyday and situated modes of learning are leveraged in support of more disciplined practices and conceptions of science and mathematics. Fortifying much of this work is a leading focus on educational equity—a desire to foster more socially supportive and intellectually engaging science and mathematics learning opportunities for youth from historically non-dominant communities. Full of compelling examples and revealing analysis, this book is a vital addition to the literature on a subject with a fast-rising profile.I believe that the studies represented in this volume will move our work forward as we seek to understand better which social ecologies support -- indeed, ratchet up -- learning and givemeaning for youth, especially those from non-dominant communities.   Kris Gutiérrez, University of Colorado at BoulderFor someone who has long been interested in afterschool educational activities as a promising supplement to formal, in-school education, this book provides rich opportunities to think about the promise and the problems that such programs offer to those concerned with the infusion of science into the learning and development of their participants. Mike Cole, University of California, San Diego