Realizácia STEM aktivít v školských výchovno-vzdelávacích zariadeniach
DOI:
https://doi.org/10.14712/23362189.2020.1667Klíčová slova:
hodnotenie, poškolské programy, STEM aktivity, školní družina, školský klub detí.Abstrakt
Abstrakt: Predkladaná teoretická štúdia sa zameriava na možnosti realizácie STEM (science, technology, engineering, and mathematics) aktivít v neformálnom vzdelávaní, konkrétne v školských kluboch detí (SR) a školskej družine (školní družina – ČR). V príspevku sa zameriavame na spôsob realizácie a hodnotenia STEM aktivít v poškolských zariadeniach a programoch (afterschool clubs, out of school clubs, afterschool program), ktoré sa realizujú v zahraničí, ako aj na vplyv týchto aktivít na samotného žiaka (jeho prospech, správanie, socializáciu a pod.). Priestor, v ktorom vidíme uplatnenie týchto aktivít v našom (slovenskom a českom) prostredí, je v rámci viacerých režimových činností, t.j. v odpočinkových, záujmových 1 a pohybovo-rekreačných činnostiach, konkrétne však v prírodovedno-environmentálnej tematickej oblasti výchovy (zájmové činnosti přírodovědně-ekologické) a pracovno-technickej tematickej oblasti výchovy (zájmové činnosti pracovně-technické) zaraďovaných do spomenutých činností. V týchto zariadeniach vidíme rozšírené možnosti (priestorové aj časové) pri realizácii STEM aktivít v porovnaní s klasickým vyučovaním, kde je pedagóg obmedzený predovšetkým triednohodinovým systémom.
Kľúčové slová: hodnotenie, poškolské programy, STEM aktivity, školní družina, školský klub detí.
Reference
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Pávková, J. (2014). Pedagogika volného času. Praha: Pedagogická fakulta UK.
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Sneider, C., & Noam, G. G. (2019). The common instrument suite: A means for assessing student attitudes in STEM classrooms and out-of-school environments. Connected Science Learning, 11.
The PEAR Institute: Partnerships in Education and Resilience. (2014). An introductory guide to the Dimensions of Success (DoS) observation tool. (Online). Dostupné z https://nmost.org
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Tvorba výchovných programov v školských zariadeniach (ukážka). (2009). Bratislava: Štátny pedagogický ústav. Dostupné z www.minedu.sk
White, D. W. (2014). What is STEM education and why is it important. Florida Association of Teacher Educators Journal, 1(14), 1-9.
Wilkerson, S. B., & Haden, C. M. (2014). Effective practices for evaluating STEM out-of-school time programs. Afterschool Matters, 19(1), 10-19.
Žoldošová, K. (2013). Primárne prírodovedné vzdelávanie. Pedagogická fakulta Trnavskej univerzity v Trnave.
Allen, P. J., Chang, R., Gorrall, B. K. et al. (2019). From quality to outcomes: a national study of afterschool STEM programming. International Journal of STEM Education, 6, 37.
https://doi.org/10.1186/s40594-019-0191-2
Barker, J., Smith, F., Morrow, V., Weller, S., Hey, V., & Harwin, J. (2003). The impact of out-of-school care: A qualitative study examining the views of children, families, and play workers. Department for Education and Skills (DfES). (Online). Dostupné z https://webarchive.nationalarchives.gov.uk
Bergman, G., et al. (2014). Diagnostické nástroje na podporu výskumne ladenej koncepcie v prírodovednom vzdelávaním. Trnava: Pedagogická fakulta Trnavskej univerzity.
Caprile, M., Palmen, R., Sanz, P., & Dente, G. (2015). Encouraging STEM studies for the labour market. Directorate-General for Internal Policies: European Parliament. Dostupné z www.europarl.europa.eu
Coalition for Science After School (2007). Science in After-School. New York, NY: The After-School Corporation.
Duodu, E., Noble, J., Yusuf, Y., Garay, C., & Bean, C. (2017). Understanding the delivery of a Canadian-based after-school STEM program: a case study. International Journal of STEM Education, 4, 20.
https://doi.org/10.1186/s40594-017-0083-2
PMid:30631676 PMCid:PMC6310376
Earle, A. (2009). Roadmap to afterschool for all: Examining current investments and mapping future needs. Washington, D.C.: Afterschool Alliance. Dostupné z www.afterschoolalliance.org
Ejiwale, J. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning, 7(2), 63-74.
https://doi.org/10.11591/edulearn.v7i2.220
ExpandED Schools. (2016). STEM after school. How to design and run great programs and activities. A guidebook for program leaders. 2. vyd. New York.
Falkenberg, K., McClure, P., & McComb, E. M. (2006). Science in Afterschool Literature Review. Chapel Hill: University of North Carolina,.
Freeman, J., Dorph, R., Chi, B. (2009). Strengthening after school STEM staff development. Berkeley: University of California,. Dostupné z www.informalscience.org
Fu, A. C., Kannan, A., & Shavelson, R. J. (2019). Editors' notes. New Directions for Evaluation, 161, 7-15.
https://doi.org/10.1002/ev.20349
Held, Ľ. et al. (2011). Výskumne ladená koncepcia prírodovedného vzdelávania (IBSE v slovenskom kontexte). Bratislava: VEDA.
Huang, D., & Dietel, R. (2011). Making afterschool programs better. CRESST Policy Brief. Los Angeles: University of California.
https://doi.org/10.1037/e686792011-001
Kahn, J., Bronte-Tinkew, J., & Theokas C. (2008). How can i assess the quality of my program? Tools for out-of-school time program practitioners. Child Trends Brief Research to Results, 10.
Kratochvílová, E. (2010). Pedagogika voľného času. Výchova v čase mimo vyučovania v pedagogickej teórii a praxi. Trnava: Typi Universitatis Tyrnaviensis.
Krishnamurthi, A., Ballard, M., & Noam, G. G. (2014). Examining the impact of afterschool STEM programs. Washington, DC: Afterschool Alliance.
https://doi.org/10.1002/yd.20117
PMid:25537354
Mahoney, J. L., Cairns, B. D., & Farmer, T. W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95(2), 409-418.
https://doi.org/10.1037/0022-0663.95.2.409
Memorandum o celoživotnom vzdelávaní sa. Brusel: Komisia európskych spoločenstiev, 2000.
National Institute on Out-of-School Time. (2009). Making the case: A 2009 fact sheet on children and youth in out-of-school time. Wellesley College Center for Research on Women. Dostupné z www.niost.org
National Research Council. (2015). Identifying and supporting productive STEM programs in out-of-school settings. Washington, DC: National Academies Press.
Neild, R. C., Wilson, S. J., & McClanahan, W. (2019). A companion to afterschool programs: A review of evidence under the Every Student Succeeds Act. Afterschool Evidence Guide. Philadelphia: Research for Action.
Papazian, A. E., Noam, G. G., Shah, A. M., & Rufo-McCormick, C. (2013). The quest for quality in afterschool science: The development and application of a new tool. Afterschool Matters, 18, 17-24.
Pávková, J. (2014). Pedagogika volného času. Praha: Pedagogická fakulta UK.
Sahin, A., Ayar, M. C., & Adiguzel, T. (2014). STEM related after-school program activities and associated outcomes on student learning. Educational Sciences: Theory and Practice, 14(1), 309-322.
https://doi.org/10.12738/estp.2014.1.1876
Sneider, C., & Noam, G. G. (2019). The common instrument suite: A means for assessing student attitudes in STEM classrooms and out-of-school environments. Connected Science Learning, 11.
The PEAR Institute: Partnerships in Education and Resilience. (2014). An introductory guide to the Dimensions of Success (DoS) observation tool. (Online). Dostupné z https://nmost.org
The PEAR Institute: Partnerships in Education and Resilience. (2019). A guide to PEAR's STEM tools: Common instrument suite & dimensions of success. Cambridge, MA: Harvard University.
Tvorba výchovných programov v školských zariadeniach (ukážka). (2009). Bratislava: Štátny pedagogický ústav. Dostupné z www.minedu.sk
White, D. W. (2014). What is STEM education and why is it important. Florida Association of Teacher Educators Journal, 1(14), 1-9.
Wilkerson, S. B., & Haden, C. M. (2014). Effective practices for evaluating STEM out-of-school time programs. Afterschool Matters, 19(1), 10-19.
Žoldošová, K. (2013). Primárne prírodovedné vzdelávanie. Pedagogická fakulta Trnavskej univerzity v Trnave.
Stahování
Publikováno
2020-10-04
Číslo
Sekce
Studie – teoretická
