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Education & Language - Science Education | LOST Opportunities - Learning in Out-of-School Time (Testimonials)

LOST Opportunities

Learning in Out-of-School Time

Bevan, B., Bell, P., Stevens, R., Razfar, A. (Eds.)

2013, XIV, 298 p.

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"[This volume] challenges notions of communities and their practices as bounded and, instead, takes care to attend to the flow and diffusion of youth across settings.[The studies] illustrate the conceptual and methodological shifts required when a dynamic view of culture and more expansive forms of learning are employed, I believe that the studies represented in this volume will move our work forward as we seek to understand better which social ecologies support -- indeed, ratchet up -- learning and give meaning for youth, especially those from non-dominant communities." (Kris Gutiérrez, University of Colorado Boulder) 

"Conventions for applying the term mathematics (or science) to certain activities have been more institutional than functional, more political than pedagogical. ... [These] conventions lead to a loss of many students whose everyday mathematical reasoning goes unrecognized, unappreciated, and unused. Treated as an absence, its presence goes untapped by future development, and local, on-call, situation specific mathematical reasoning can go untapped as a source of everyone's visible and institutionalized identity. This collection of papers examines the nature, importance, and possibilities of these forms of reasoning." (Ray McDermott, Stanford University) 

"For someone who has long been interested in afterschool educational activities as a promising supplement to formal, in-school education, [LOST Learning] provides rich opportunities to think about the promise and the problems that such programs offer to those concerned with the infusion of science into the learning and development of their participants. ... [What] stands out as a common thread among these papers is their shared concern to contrast the kind of educational environment that afterschool settings routinely offer with those found in standard schools. These contrasts become the starting point for specifying ways to take advantage of the fact that the activities are not occurring in school in order to enrich and deepen young people’s engagement with, understanding of, and appreciation for science." (Mike Cole, University of California San Diego)

 

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