LOST Opportunities : Learning in Out-of-School Time. 1st ed. 2013

種類:

電子ブック

責任表示:

edited by Bronwyn Bevan, Philip Bell, Reed Stevens, Aria Razfar

出版情報:

Dordrecht : Springer Netherlands : Imprint: Springer, 2013

著者名:

• Bevan, Bronwyn.
• Bell, Philip.
• Stevens, Reed.
• Razfar, Aria.
• SpringerLink (Online service)

シリーズ名:

Explorations of Educational Purpose ; 23

ISBN:

9789400743045 [9400743041]    

注記:

Preface: Learning about Out of School Time (LOST) Learning Opportunities, Bronwyn Bevan, Reed Stevens, Philip Bell, Aria Razfar -- Part I -- Introduction: What counts as math and science?, Reed Stevens -- Chapter 1: Math I Am: What We Learn from Stories that People Tell about Math in their Lives, Indigo Esmonde1, Kristen Pilner Blair, Shelley Goldman, Lee Martin, Osvaldo Jimenez, Roy Pea -- Chapter 2: What Counts as Science in Everyday and Family Interactions?, Maureen Callanan, Megan Luce, Lara Triona, Jennifer Rigney, Deborah Siegel, Jennifer Jipson -- Chapter 3: What Counts as Mathematics when ‘We All Use Math Everyday’?: A Look at NUMB3RS, Indigo Esmonde -- Chapter 4: What Counts Too Much and Too Little as Math. Reed Stevens -- Chapter 5: When Is Mathematics, and Who Says So?, Ray McDermott -- Part II -- Introduction: Understanding How and Why People Learn Across Settings as an Educational Equity Strategy, Philip Bell -- Chapter 6: Creating within and across life spaces: The role of a computer clubhouse i
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

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