Learning with excitement: bridging school and after-school worlds and project-based learning

Area of Science:

• Education
• Child Development
• Sociology

Background:

• After-school programs play a crucial role in supplementing formal education.
• Connecting diverse aspects of a child's life is vital for effective learning.
• Project-based learning (PBL) is an effective pedagogical approach.

Purpose of the Study:

• To introduce and define a bridging typology for after-school programs.
• To explore how this typology facilitates the connection of children's diverse worlds.
• To examine the role of this typology in supporting project-based learning.

Main Methods:

• Qualitative analysis of after-school program structures and activities.
• Development of a conceptual bridging typology based on observed connections.
• Case studies illustrating the application of the typology.

Main Results:

• Identified distinct categories within the bridging typology.
• Demonstrated how programs use these categories to link in-school and out-of-school experiences.
• Showcased the positive impact on student engagement in project-based learning.

Conclusions:

• The bridging typology offers a valuable framework for understanding and designing after-school programs.
• Effective bridging enhances the relevance and impact of project-based learning.
• This typology supports programs in nurturing holistic child development by connecting diverse learning contexts.