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LOST Opportunities Learning in Out-of-School Time /

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, make...

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Bibliographic Details
Corporate Author: SpringerLink (Online service)
Other Authors: Bevan, Bronwyn. (Editor), Bell, Philip. (Editor), Stevens, Reed. (Editor), Razfar, Aria. (Editor)
Format: Electronic
Language:English
Published: Dordrecht : Springer Netherlands : Imprint: Springer, 2013.
Series:Explorations of Educational Purpose, 23
Subjects:
Education.
Mathematics.
Science > Study and teaching.
Science Education.
Mathematics Education.
Learning & Instruction.
Online Access:https://ezaccess.library.uitm.edu.my/login?url=http://dx.doi.org/10.1007/978-94-007-4304-5
Table of Contents:
  • 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 <U+0018>We All Use Math Everyday<U+0019>?: 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 in a child<U+0019>s learning ecology, Brigid Barron, Susie Wise, Caitlin K. Martin
  • Chapter 7: Discovering and Supporting Successful Learning Pathways of Youth In and Out Of School: Accounting for the Development of Everyday Expertise Across Settings, Philip Bell, Leah Bricker, Suzanne Reeve, Heather Toomey Zimmerman, Carrie Tzou
  • Chapter 8: Doing Science with Others at Preschool and at Home: A Comparison of Contextually Situated Interactional Configurations and their Implications for Learning, Siri Mehus, Reed Stevens, Linda Grigholm
  • Chapter 9: Shifting Languages, Spaces, and Leaner Identities: Learning Mathematics After School, Aria Razfar
  • Chapter 10: Expanding Methodologies to Account For Expansive Views of Learning: A Commentary on Section II, Kris Gutiřrez
  • Part III
  • Introduction: STEM in the Organized Out-of-School-Time Setting, Bronwyn Bevan
  • Chapter 11: Out-Of-School-Time STEM: It<U+0019>s Not What You Think, Bronwyn Bevan, Vera Michalchik
  • Chapter 12: Examining Youth's Mathematics Practices in an After School Robotics Team, John Baker, Janine Remillard, Vivian Lim
  • Chapter 13: After-school: An Innovative Model to Better Understand the Mathematics Learning of Latinas/Os, Lena Licn̤ Khisty, Craig Willey
  • Chapter 14: Teacher Development in After-school Mathematics Contexts: Insights from projects that capitalize on Latinas/os<U+0019> linguistic and cultural resources, Eugenia Vomvoridi-Ivanovi<U+0007>, Maura Varley, Gabriel Viego, Ksenija Simi<U+0007>-Muller, Lena Licn̤ Khisty
  • Chapter 15: How "Hands-On" Implicitly Informs "What Counts" as Science, Rhiannon Crain, Molly Loomis, Rodney T. Ogawa
  • Chapter 16: Thoughts on Science Education During the Afterschool Hours, Michael Cole.

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