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The activity centers on building battery-operated motors and then completing circuit tasks, using structured worksheets, guided discussion, and classroom-like desk arrangements. Trials and failures are treated as intrinsic to scientific process, and teacher-led adjustments help students leverage everyday knowledge while maintaining productive engagement.","where it gets interesting  \nCompeting Models of STEM Learning After School  \nby Bronwyn Bevan and Vera Michalchik  \nInan afterschool science program ina mid-sized city in the South, 12 sixth-grade students are about to make batteryoperated motors using copper wires, paper clips, magnets, tape, and 9-volt batteries. Before starting the activity, oneof the two classroom teachers leading this weekly program passes out ice cream cones to the children, who sit in two rows of desks facing the front of the class. Leaning back in her chair with her own ice cream, the other teacher makes small talk for several minutes before asking Investigation Club members what they know about motors.  \nThe children and teacher casually converse about their experiences at home with their parents’ cars, boats, or lawn mowers. The teacher shares what she learnedfrom her ownfather,“a shadetree mechanic,” about fixing car engines. During the conversation the teacher calls out several components of car motors—air, oil, gasoline, batteries—when the children mention them.  \nAfter about 30 minutes, with all the ice cream consumed, the teachers pass out the activity worksheet and ma-  \nterials. They ask a student to read aloud the step-by-step instructions and then instruct the children to begin, working individually at their desks. The teachers roam through the room to assist them. The students hunch over their desks as they assiduously assemble the materials, carefully coil the copper wire around the battery, and affix the paper clips to the terminal nodes. As they work, they engage in casual side talk, giggles, and commentary. Concentration is in the air. Individuals ask for assistance: The copper wires keep springing off the battery; a connection can’t be made. The teachers come over to hold the batteries or pinch the paper clips. Children continue good-naturedly to work at wrapping and  \nBRONWYN BEVAN is associate director of program at the Exploratorium, a museum in San Francisco. Her research focuses on how institutional settings shape opportunities for learning. Bronwyn is co-editor of the Science Learning in Everyday Life section of the journal Science Education.  \nVERA MICHALCHIK directs research on informal learning environments at SRI International in Menlo Park, CA. She currently leads the evaluation of the National Science Foundation’s Informal Science Education program. From 2006 to 2008, she served on the NSF-sponsored Committee on Learning Science in Informal Environments at the National Research Council.  \nrewrapping the wire, which just won’t hold. Maybe the paper clips are too loose? There are some groans of frustration but no recrimination, and nobody gives up. As the hour nears 5 p.m., parents start to drift in to pick up their children. Nobody has gotten a motor to work.“Maybe it was the wrong gauge wire,” says a teacher. She tells the children to write about what happened in their science notebooks. A single student picks up her notebook and starts to write. The others start packing up their bags and begin to leave one by one.  \nelectric circuit as she sketched it on the blackboard. They were also asked to distribute the materials for a fruit-battery activity and to demonstrate to their peers how to coil the copper wire to complete a circuit. This time, with the correct materials assembled, the Investigation Club students successfully completed the circuits—more quickly than did many of their peers. The teacher asked them to assist other students. Most but not all of the sixthgraders successfully completed a circuit before the end of the activity time. The teacher then led a discussion  \nThis description of an observation in May 2009 is about the ways in which trials and failures are an intrinrepresentative of many science activities we have ob- sic part of the scientific process. One of the Investigation served in afterschool settings serving middle school chil- Club children recounted how the club’s earlier activity dren. The setting is","cbCaioke2TRJtaL0","https://ap.wps.com/l/cbCaioke2TRJtaL0","pdf",1023593,"English","en",105,"# Competing Models of STEM Learning After School\n## Classroom setup and teacher prompts\n## Building motors and handling failures\n## Follow-up circuits and group discussion","[{\"question\":\"Why are trials and failures emphasized in the learning process described?\",\"answer\":\"Trials and failures are presented as intrinsic to the scientific process, helping students recount what happened, discuss likely problems, and refine understanding rather than giving up.\"}]","Competing Models of STEM Learning After School - Bronwyn Bevan and Vera Michalchik | PDF",1792069547,{"code":4,"msg":80,"data":81},"ok",{"site_id":74,"language":73,"slug":82,"title":65,"keywords":83,"description":66,"schema_data":84,"social_meta":130,"head_meta":132,"extra_data":134,"updated_unix":78},"competing-models-of-stem-learning-after-school-bronwyn-bevan-and-vera-michalchik","",{"@graph":85,"@context":129},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":9,"@type":92,"position":14},"https://docshare.wps.com/document/",{"item":96,"name":40,"@type":92,"position":97},"https://docshare.wps.com/document/research-report/",3,{"item":99,"name":65,"@type":92,"position":19},"https://docshare.wps.com/document/competing-models-of-stem-learning-after-school-bronwyn-bevan-and-vera-michalchik/590392/",{"url":99,"name":65,"@type":101,"image":102,"author":107,"headline":65,"publisher":109,"fileFormat":112,"inLanguage":73,"description":66,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/competing-models-of-stem-learning-after-school-bronwyn-bevan-and-vera-michalchik/590392.png","ImageObject",300,407,{"name":63,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":117,"interactionType":118,"userInteractionCount":14},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123],{"name":124,"@type":125,"acceptedAnswer":126},"Why are trials and failures emphasized in the learning process described?","Question",{"text":127,"@type":128},"Trials and failures are presented as intrinsic to the scientific process, helping students recount what happened, discuss likely problems, and refine understanding rather than giving up.","Answer","https://schema.org",{"og:url":99,"og:type":131,"og:title":65,"og:site_name":110,"og:description":66},"article",{"robots":133,"canonical":99},"index,follow",{"doc_id":61,"site_id":74}]