School Connect STEM Learning in Out

FROM ： Adapted from Liben， L.S. （June 2014）. An Ecological Framework for STEM Learning. Presentation at the National Summit on Successful Out-of-School STEM Learning， June， National Academy of Sciences， Washington DC.

Connect STEM Learning in Out-of-School，

School， Home， and Other Settings

Over the past decade， many policy makers， funders， communities， and educators have come together to align resources to enrich what has been called the STEM learning ecosystem. This phrase refers to the dynamic interaction among individual learners， diverse settings where learning occurs， and the community and culture in which they are embedded. A STEM learning ecosystem includes all of a community’s STEM-rich assets， which include

●designed settings， such as schools， clubs， museums， and youth programs；

●naturalistic settings， such as city parks， waterways， and forests and deserts；

●people and networks of people， such as practicing STEM professionals， educators， enthusiasts， hobbyists， and business leaders who can serve as inspiration and role models； and everyday encounters with STEM， such as on the Internet， on television， on the playground， or during conversations with family members and other young people.

STEM learning ecosystem model

STEM學習生態系統模型

In a STEM learning ecosystem， children are at the center of the model because children are influenced directly by other people （e.g.， family， friends） and settings （e.g.， schools， neighborhoods） and indirectly by their environment and culture. In turn， children themselves shape and influence the environment through their interests， dispositions， and values. Time is included in this model to illustrate that there are constant changes in children themselves and in the surrounding context. For example， the cognitive， emotional， social， and motivational qualities that young people bring to learning experiences are constantly evolving as they mature and accumulate experiences. Each learning experience has the potential to augment and be augmented by these qualities， leading to a dynamic interplay over time between the qualities of young people and those of learning environments. Thus， from an ecosystems perspective of STEM learning， connections among learners， community assets， and the broader culture are critical for supporting young people’s learning.

NOTE：This representation， of the learning ecosystem model is based on Bronfenbrenner’s ecological model of human development first published in 1977. The innermost circle represents interactions that directly involve both child and an embedding context （e.g.， child ?school）. The next level shows connections among the immediately embedding contexts themselves. These also affect the child’s experiences （e.g.， quality of family?school interactions affect child?school interactions）. Influences from the increasingly distant layers influence the child’s experiences indirectly. The inclusion of time indicates that both the child and the surrounding contexts are constantly changing， and thus that learning is always a dynamic process.

譯文

校外、校內、家庭

以及其他環境結合的STEM學習

在過去的10年里，許多政策制定者、投資者、社區和教育工作者聚集在一起，整合資源來豐富所謂的STEM學習生態系統。這個詞語指的是個體學習者之間的動態互動，發生學習的各種不同環境，以及他們所深入的團體和文化。一個STEM學習生態系統包含了一個團體所有的富有STEM的資源，其中包括：

●設定的環境，例如學校、俱樂部、博物館以及青少年活動場地；

●自然環境，例如公園、航道、森林和沙漠；

●人們以及網絡上的人，例如練習STEM的專業者、學者、愛好者、業余愛好者，以及可以作為鼓舞和榜樣的商業領袖；每一天不同場合遇到的從事STEM的人，例如在網絡上，在電視上，在操場上，或者是在與家人和其他年輕人的對話中。

在一個STEM學習生態系統中（如左圖），兒童是處于模型的中心位置，因為兒童很容易直接被他人（比如家人、朋友）和環境（比如學校、社區）影響，以及間接地被他們的環境和文化影響。反過來，兒童自身也可以通過他們的興趣、性格和價值觀來塑造和影響環境。這個模型中包含了時間，以說明兒童自身和周圍環境的變化是不斷的。舉個例子，年輕人采用到學習經驗中的認知的、情感的、社會的以及激勵的特質，是隨著他們自身不斷成熟和積累經驗而不斷變化的。每一種學習經驗都可能被這些特質不斷增強，這使得在年輕人的特質和這些學習環境中形成了一種動態的相互影響。因此，從STEM學習的生態角度來看，學習者與團體資源以及更廣泛的文化之間的聯系對支持年輕人的學習至關重要。

注意：關于STEM學習生態系統模型的表述是建立在布朗芬布倫納于1977年首次發布的個體發展模型的基礎上的。最里面的圓圈代表了直接涉及孩子以及一個固定環境的相互影響（比如孩子和學校）。外面一層展示了當即嵌入環境自身之間的聯系。這些通常也會影響孩子們的經驗（比如家校互動的質量影響孩子跟學校的互動作用）。與孩子聯系不太密切的階層的影響都會對孩子們獲取經驗產生直接的影響。模型中的時間表明了孩子和周圍的環境都是在不斷變化的，因此，學習也是一個動態的過程。