Opportunity and Access to Informal STEM Learning Environments
Grade Level at Time of Presentation
Junior
Major
STEM Education/Mathematics
2nd Grade Level at Time of Presentation
Junior
2nd Student Major
Elementary Education
Institution
University of Kentucky
KY House District #
75
KY Senate District #
13
Faculty Advisor/ Mentor
Margaret Mohr-Schroeder
Department
College of STEM Education
Abstract
Informal STEM learning experiences can provide context for and extend students’ learning in formal STEM learning environments (Roberts et al., 2018). Not restricted by constraints faced by formal school settings (Myers et al., 2013), informal learning environments allow for real-world modeling examples (Martin, 2004; Meredith, 2010) and help students better understand concepts (Popovic & Lederman, 2015). Moreover, participation in informal learning environments has been shown to increase students interest in STEM (Mohr-Schroeder et al., 2014; Baran et al., 2016). Given the need to spark students’ interest in STEM and to address limitations many students experience in formal mathematics instruction, we used a situated learning perspective to answer the following research question: how does participation in an informal STEM learning environment influence middle school students’ perceptions of STEM? Using naturalistic inquiry and a situated learning lens, we analyzed 254 unique student interview transcripts collected from informal STEM learning experiences at three different universities in the United States. Two primary themes emerged from the data. The informal learning environment (a) provided students with creative problem solving opportunities and (b) allowed for the exploration of applications of STEM, particularly in robotics. Using authentic STEM activities allowed students to engage in the process of science and mathematics and develop an appreciation for authentic applications of STEM content.
Opportunity and Access to Informal STEM Learning Environments
Informal STEM learning experiences can provide context for and extend students’ learning in formal STEM learning environments (Roberts et al., 2018). Not restricted by constraints faced by formal school settings (Myers et al., 2013), informal learning environments allow for real-world modeling examples (Martin, 2004; Meredith, 2010) and help students better understand concepts (Popovic & Lederman, 2015). Moreover, participation in informal learning environments has been shown to increase students interest in STEM (Mohr-Schroeder et al., 2014; Baran et al., 2016). Given the need to spark students’ interest in STEM and to address limitations many students experience in formal mathematics instruction, we used a situated learning perspective to answer the following research question: how does participation in an informal STEM learning environment influence middle school students’ perceptions of STEM? Using naturalistic inquiry and a situated learning lens, we analyzed 254 unique student interview transcripts collected from informal STEM learning experiences at three different universities in the United States. Two primary themes emerged from the data. The informal learning environment (a) provided students with creative problem solving opportunities and (b) allowed for the exploration of applications of STEM, particularly in robotics. Using authentic STEM activities allowed students to engage in the process of science and mathematics and develop an appreciation for authentic applications of STEM content.