Being, Doing, Knowing, and Becoming: Science and Opportunities for Learning in the Out-of-School-Time Setting

Autor/in	Bevan, Bronwyn
Titel	Being, Doing, Knowing, and Becoming: Science and Opportunities for Learning in the Out-of-School-Time Setting
Quelle	(2010), (268 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, City University of New York
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-5332-9
Schlagwörter	Hochschulschrift; Dissertation; Science Programs; After School Programs; Literature; Summer Programs; Theories; Individual Development; Learning; Program Effectiveness; Science Education; Learner Engagement; Children; Evaluation Methods; Elementary Secondary Education; Educational Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Literatur; Sommerkurs; Theory; Theorie; Individuelle Entwicklung; Lernen; Naturwissenschaftliche Bildung; Child; Kind; Kinder; Bildungsforschung; Pädagogische Forschung
Abstract	This dissertation addresses the question of how structured out-of-school-time settings, such as afterschool programs and summer camps, are positioned to support children's engagement and learning in science. This study addresses a gap in the research literature that does not fully specify the nature of the out-of-school-time (OST) setting and that generally does not position learning and development in relationship to one another, instead focusing on one or the other. As a result of an incomplete conceptualization of the OST setting as a site for learning and development, the OST field is becoming increasingly academicized, and its developmental qualities and benefits for children are under siege. A transformative activist stance (Stetsenko, 2008) guides my goals in undertaking this study--to produce knowledge that can inform the design and implementation of OST science programs--and it also guides my analysis of what constitutes learning in OST science. A transformative activist stance is a perspective on cultural-historical theory that understands individual development as occurring through agentive, goal-directed efforts to change one's self and one's world. These goals and actions are always developed and enacted in cultural-historical context. Learning, which occurs through the appropriation of cultural tools and schema to achieve one's purposes, and which leads human development, is understood broadly, as entailing processes of being, doing, knowing and becoming (see Herrenkohl & Mertl, in press). I also draw on bioecological theory (Bronfenbrenner, 1979) to analyze the proximal processes that support and sustain children's participation in the OST setting. In this study, I analyze the structural, developmental, and conceptual features of three different OST science programs to understand how they create opportunities for learning and engagement in science. The contributions of this study are to better specify the nature of the OST science program setting and to better conceptualize how learning and development relate to one another in the context of OST science. I draw on my analysis to make recommendations for ways in which OST science learning can be expanded and enriched for more children in more settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10