Reimagining Summer School: Science and Engineering Enrichment for Middle School Students in the Wake of COVID-19

Autor/inn/en	Johnson, Lindy L.; Kier, Meredith W.; Parker, Janise S.; Gallagher, Evan J.
Titel	Reimagining Summer School: Science and Engineering Enrichment for Middle School Students in the Wake of COVID-19
Quelle	In: Middle School Journal, 54 (2023) 2, S.17-27 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2022.2163218
Schlagwörter	COVID-19; Pandemics; Middle School Students; Summer Programs; Science Education; Engineering Education; Student Projects; Interdisciplinary Approach; Learner Engagement; Student Interests; Social Emotional Learning; Cooperative Learning; Mentors; Interpersonal Relationship; Urban Schools; Minority Group Students; Undergraduate Students + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sommerkurs; Naturwissenschaftliche Bildung; Ingenieurausbildung; Schulprojekt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Studieninteresse; Kooperatives Lernen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The COVID-19 global pandemic significantly impacted both the academic and social and emotional development of middle school students. This article describes the benefits of implementing an interdisciplinary, project-based summer school program to support middle school students as they adapted to in-person learning after school closures due to the global pandemic. Findings show that participation in the summer program contributed to students' engagement and interest in science and engineering activities and their social-emotional growth through peer collaboration and relational mentor support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01