Facilitator Affect in a Drop-In, Teen-Led Community Science Learning Program

Date: 
Wednesday, August 1, 2018
Resource Type:
Summative | Research and Evaluation Instruments | Survey | Evaluation Reports
Environment Type: 
Public Programs, Library Programs, Park, Outdoor, and Garden Programs
Audience: 
Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | Museum/ISE Professionals | Evaluators
Discipline: 
General STEM
Organization:
Museum of Science and Industry, Chicago, Museum of Science & Industry, Chicago
Description: 

The Farrell Fellows Summer Internship program consists of teen educators leading science, technology, engineering and math (STEM) activities for children at libraries and park locations across Chicago. The goal of this study was to learn more about the families who attend the sessions and to also look for evidence of learning and how that may be related to the moods and attitudes of the teen educators. Data was collected through observations of the sessions, pre- and post-session surveys of 26 teen educators, and 90 surveys of the parents of participating children. Field notes were coded using the Dimensions of Success (DOS) rubric to measure 12 elements of learning in each session. Overall, we found learning differences between the types of activities presented by the teen educators, and that their overall moods had some an impact on learning gains of the children.

Funder(s): 
NOAA
Funding Program: 
ELG for Community Resilience to Extreme Weather Events and Environmental Hazards
Award Number: 
NA16SEC0080001

Team Members

Brett NicholasBrett NicholasAuthor
Christine NguyenChristine NguyenAuthor
Aaron PriceAuthor

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