Creating inclusive learning opportunities for newly arrived students in Sweden : Examining an afterschool program

• We examined an afterschool STEM program (robotics club) designed specifically for newly arrived students in Stockholm, Sweden. The newly arrived students came from various countries (Afghanistan, Iran [Afghans living as guest workers in Iran], Somalia, and/or Ethiopia] and attended either middle or high school in Sweden. The robotics club was established in collaboration with teachers who primarily work with the newly arrived students, Vetenskapens Hus (Stockholm House of Science), a near-peer mentor, and university researchers. The House of Science as well as the near-peer mentor acted as resources (materials and instruction) for the robotics club. The newly arrived students spoke various languages (Pasto, Dari, Hindi, English, Swedish, and an African dialect). Language fluency in Swedish was on a continuum based on their duration of stay in Sweden. The students learnt to do basic coding using Blue-Bots and Lego robotics to accomplish various tasks. In this qualitative study, we focused on the larger question, “do larger social structures of formal schooling limit equitable access to STEM learning for newly arrived students”. Weworked with 12 teens during the 4-week robotics club activities. Data sources included pre-surveys, participant observations, and focus group interviews. Findings suggested that various task structures in the robotics club (i.e., coding robots to do various tasks), participant structures (i.e., community of practice), and discourse structures (i.e., student talk) served as the mediating processes and were engaging for students.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

Community of Practice

Non-formal Learning Environments

Sociocultural Theor

naturvetenskapsämnenas didaktik

Science Education

Publikations- och innehållstyp

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