Afterschool programs have garnered much attention as promising environments for learning where children can engage in rich science activities. Yet, little is known about the kinds of instructional materials used in typical, large-scale afterschool programs that implement science with diverse populations of children. In this study, we investigated the types, features, and use of science instructional materials at more than 150 public afterschool program sites across California. Using afterschool site survey data, we categorized the types and the range of materials used at the sites. We then collected a subsample of the instructional materials for in-depth analysis of their support features for enabling staff and children to enact science. We also interviewed afterschool site staff to better understand how they selected and used materials. Results from our analysis of survey and interview data show that afterschool staff primarily used stand-alone lessons and activities found on the Internet or in activity books as resources for planning and enacting science. Our analysis of the subsample of instructional materials indicate that curricular materials, while used less frequently by afterschool staff, have on average more of the support features that would help them implement high-quality science experiences with children.

中文翻译：

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检查课后科学教学材料的类型、特点和使用

课后计划作为儿童可以参与丰富的科学活动的有前途的学习环境而备受关注。然而，人们对典型的、大规模的课外项目中使用的教学材料种类知之甚少，这些项目在不同群体的儿童中实施科学。在这项研究中，我们调查了加州 150 多个公共课外项目站点的科学教学材料的类型、特征和使用。使用课后现场调查数据，我们对现场使用的材料的类型和范围进行了分类。然后，我们收集了教学材料的子样本，以深入分析其支持功能，使员工和儿童能够制定科学。我们还采访了课后现场工作人员，以更好地了解他们如何选择和使用材料。我们对调查和访谈数据的分析结果表明，课外工作人员主要使用在互联网或活动书籍中找到的独立课程和活动作为规划和制定科学的资源。我们对教学材料子样本的分析表明，课外工作人员使用课程材料的频率较低，但平均具有更多的支持功能，可以帮助他们与儿童一起实施高质量的科学体验。