![non formal education nsf non formal education nsf](https://abroadship.org/wp-content/uploads/2018/02/non-formal-education.jpg)
Students rarely verbalized their own independent connections between the curriculum components. We also found that teachers and planetarium instructors initiated most of the connections made between parts of the sequence.
![non formal education nsf non formal education nsf](https://image1.slideserve.com/3548856/role-of-nsf-l.jpg)
![non formal education nsf non formal education nsf](https://1635225677.rsc.cdn77.org/images/business-partnerships-in-schools.jpg)
In both grades, the storybook characters encountered something surprising (changing shadow length and direction over the course of a day the change of Moon phase and position in the morning sky over the course of a week) and then sought to better understand the phenomenon through engaging in the practices of science. The planetarium experiences incorporated themes and imagery from the storybooks, providing continuity for the learners. To accompany the in-class investigations, interactive planetarium experiences were designed to reinforce learners’ conceptual understanding and ability to recognize patterns and make predictions. Project PLANET explored how integrating a storybook into classroom investigations of natural phenomena leads to 1st and 3rd grade students development of science practices. Target Audience: K-3 students and teachers Rabiah Mayas & Dennis SchatzĪn Integrated Approach to Early Elementary Earth and Space Science Schoolyard Science Investigations by Teachers, Extension Volunteers and Students (Schoolyard SITES) (PI: Lara Gengarelly)Ĭonnecting Formal and Informal STEM Learning: A Conversation with Dr.
#Non formal education nsf professional#
![non formal education nsf non formal education nsf](https://www.nsf.gov/od/lpa/news/press/images/footbone_big.jpg)
In addition, we highlight five DRK-12 projects that bridge formal and informal settings within the STEM teaching and learning ecosystem. They also consider the opportunities for the field, especially in the context of social justice movements and the COVID-19 pandemic. Rabiah Mayas and Dennis Schatz discuss the benefits and critical elements of programs that connect formal STEM education to the teaching and learning that happens in homes, communities, and informal institutions.