Out of school opportunities for science and mathematics learning: Environment as the third educator

Cabello, Valeria M.; Savec, Vesna Ferk

doi:10.31129/lumat.6.2.353

Cited by 5 publications

(5 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Another challenge is expanding children's natural learning interests by integrating them with areas of teaching. This purpose might be a problem if teachers are constrained by educational curricula based on excessive content rather than learning the processes (Cabello & Ferk Savec, 2018). Teachers can overcome this issue by integrating STEAM learning into everyday moments (Sharapan, 2012), student hobbies (Dabney, Chakraverty, & Tai, 2013) and student-posed questions (McClure, 2017;Sharapan, 2012), focusing on local phenomena (Lee, 2020), as well as using interactive technology such as labs (Proudfoot & Kebritchi, 2017).…”

Section: Building On Children's Interestsmentioning

confidence: 99%

Promoting STEAM learning in the early years: “Pequeños Científicos” Program

Cabello¹,

Martínez²,

Armijo³

et al. 2021

LUMAT

Self Cite

View full text Add to dashboard Cite

Education in the early years is an excellent space for promoting integrated learning. The STEAM education model combines Science, Technology, Engineering, Arts and Mathematics holistically and has gained force globally, mostly in developed countries. However, in developing countries of Latin America, STEAM education programs are incipient and still unfamiliar to many early childhood and primary school educators. "Pequeños Científicos" is a pioneer educational program in Chile aimed at providing extracurricular academic enrichment to students 3 to 10 years old, with a gender-empowering approach. With a cross-sectional design and integrating data from students, researchers and educators, this article documents program design and implementation issues based on a partial application of SWOT analysis grounded on strengths, weaknesses and opportunities. The strengths were the strongest elements that might be transferred to similar interventions, for instance, students were positively engaged in the learning processes and actively communicating their advances through diverse artistic formats. The weaknesses were mainly difficulties that can be avoided in future replication, such as teachers' management of children's behavior. Opportunities present alternatives to these types of programs to improve and grow; for example, through articulation of the courses and including children with additional needs. We call for tackling the weaknesses for more efficient application and discuss the promotion of STEAM learning in the early years in the contexts of high educational inequality for future replication in diverse contexts.

show abstract

Section: Building On Children's Interestsmentioning

confidence: 99%

Promoting STEAM learning in the early years: “Pequeños Científicos” Program

Cabello¹,

Martínez²,

Armijo³

et al. 2021

LUMAT

Self Cite

View full text Add to dashboard Cite

show abstract

“…Science and technology museums, anatomy museums, history museums, science centers, science camps, planetariums, aquariums, national parks, zoos, botanical gardens, school gardens, farms, nature centers (lake, river etc. ), industrial establishments, hospitals, post offices, digital environments, cinema and theatres, historical open areas, libraries, educational environments of non-governmental organizations, camps conducted within a specific program are OSLE (Cabello & Ferk Savec, 2018;Çolakoğlu, 2019;Eshach, 2007;Laçin-Şimşek, 2020;Republic of Türkiye Ministry of National Education, 2019;Walsh & Straits, 2014). Although it is pleasing for parents to visit these environments with their children, it is seen that one of the reasons for not being able to participate in science activities at home is the intense work life and, accordingly, not being able to spare time.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Parents’ Views on An Early Childhood Science Program Including Activities in Out-of-School Learning Environments

Uludağ¹,

Erkan²

2023

Sci Insights Educ Front

View full text Add to dashboard Cite

Young children’s instinctive curiosity is essential in early childhood science education. Efficacious science education is associated with the characteristics of a qualified science program and an effective learning environment. The out-of-school learning environments make it easier to achieve the aims of science education in early childhood with their opportunities and advantages. This single case study aimed to reveal the views of the parents of children aged 60-72 months who participated in an early childhood science program that included science activities in out-of-school learning environments, in the classroom, and at home. The Program, which included parent involvement activities in the classroom, out-of-school learning environments and at home, was implemented for seven weeks. After completing all activities of the Program, the data obtained from the interviews with the parents were analyzed. The findings showed that parents were interested in science and supported their children regarding science subjects, spent time at home on science activities, and visited out-of-school learning environments with their children. It was determined that the out-of-school learning activities of the Program contributed a lot to the child, and the studies of parent involvement at home contributed variously for both the child and the parents. The Program was effective as a whole and parents requested its implementation throughout the school year. Based on these findings, in this research, we discussed the importance of frequently including science activities in out-of-school learning environments and classroom activities in early childhood and the parents’ involvement in the science education process as valuable stakeholders.

show abstract

“…Out-of-school learning environments in science education include exhibitions, science camps, Olympiads, photography galleries, and outdoor activities (Cabello & Savec, 2018). Dunlop et al (2019) discussed the need for collaboration between formal and informal science educators to take advantage of increased choice in the informal sector and address criticisms of formal education.…”

Section: Contribution To the Literaturementioning

confidence: 99%

A comprehensive bibliometric analysis of current trends in outdoor and informal learning for science education

Erdyneeva,

Prokopyev,

Kondakchian

et al. 2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

This article presents a thorough analysis of outdoor and informal learning in science education by applying bibliometric methodologies. A comprehensive search was conducted across scholarly databases using specific keywords related to outdoor and informal learning in science education. The data collected underwent thorough analysis using a range of bibliometric indicators to assess trends in publication, citation patterns, and collaboration networks within the field. Key aspects such as yearly publication rates, primary sources, and the geographic distribution of authors were explored in this study. The objective was to understand the network of collaboration and research diversity across different regions in outdoor and informal learning within science education. The bibliometric analysis revealed a steady increase in the number of publications over time, reflecting the growing significance of this topic. Citation patterns and collaboration networks highlighted key works and influential researchers shaping the field. The study also found global participation, with contributions from authors across numerous regions worldwide, demonstrating extensive geographic distribution. These findings provide valuable insights into current trends and important areas for future research. Academics, researchers, and policymakers can leverage this information to guide their work and develop targeted strategies to enhance outdoor and informal learning in science education.

show abstract

Out of school opportunities for science and mathematics learning: Environment as the third educator

Cited by 5 publications

References 5 publications

Promoting STEAM learning in the early years: “Pequeños Científicos” Program

Promoting STEAM learning in the early years: “Pequeños Científicos” Program

Evaluation of Parents’ Views on An Early Childhood Science Program Including Activities in Out-of-School Learning Environments

A comprehensive bibliometric analysis of current trends in outdoor and informal learning for science education

Contact Info

Product

Resources

About