Table 3 Domains, dimensions, and definitions of quality STEM programming for the Dimensions of Success (DoS) observation tool
From: From quality to outcomes: a national study of afterschool STEM programming
Domain | Dimension | Examples of quality |
|---|---|---|
Features of the Learning Environment (FLE) | Organization | Materials available, logical sequence, flexibility, smooth transitions |
Materials | Appropriate and appealing | |
Space utilization | Conducive to STEM learning with minimal distractions | |
Activity Engagement (ActEng) | Participation | Students doing activities, following directions |
Purposeful activities | Students understand activity goals and time is used to support learning | |
Engagement with STEM | Opportunities for hands-on activities so students do the cognitive “minds-on” work | |
STEM Knowledge and Practices (STEMKP) | STEM content learning | Accuracy of content presented in activities and evidence of student learning |
Inquiry | Students using inquiry practices of STEM professionals (e.g., scientists, mathematicians, engineers) | |
Reflection | Opportunities for students to reflect and engage in sense-making about activities | |
Youth Development in STEM (YDSTEM) | Relationships | Degree of positive, respectful interactions among students and facilitators |
Relevance | Students and facilitators explicitly connect activities to real-world, other subjects, STEM careers, etc. | |
Youth voice | Students’ opinions and ideas are heard, and they have opportunities to make decisions |