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1. Measuring the long-term effects of informal science education experiences: challenges and potential solutions

   https://doi.org/10.1186/s43031-021-00031-0  

   Staus, Nancy L.; Falk, John H.; Price, Aaron; Tai, Robert H.; Dierking, Lynn D. (December 2021, Disciplinary and Interdisciplinary Science Education Research)

   null (Ed.)

   Abstract Despite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners’ knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a “cascade” of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work. 

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2. Consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities

   https://doi.org/10.1057/s41599-024-02797-w  

   Ludwig, Claudia McLaughlin; Howsmon, Rebecca A; Stromholt, Shelley; Valenzuela, Jacob J; Calder, Rachel; Baliga, Nitin S (December 2024, Humanities and Social Sciences Communications)

   Abstract Consequential STEM experiences in informal settings can address issues of equity by fully engaging historically marginalized high school students in complex socio-scientific issues. However, inclusive and effective programs are in high demand, and there is little research on what specific aspects, context, and timeframes are most important when scaling these experiences. Using a mixed method approach, this study demonstrates that students make significant gains, in the short and long term, through in-person and remote informal programs ranging between 22-h and 320-h. Progress across STEM learning constructs is attributed to authentic research experiences, students’ connections to STEM professionals, direct hands-on participation in projects, and group work. Relative to formal education settings, research-based informal STEM programs can be implemented with minimal resources, can maintain effectiveness while scaling, and work towards addressing the societal challenge of improving STEM learning and outcomes for high school students from historically marginalized communities. 

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3. Co-Constructing and Sharing STEAM Knowledge through a Culturally Relevant Literacy-Based Early Childhood School-University Partnership

   Caudle, Lori; Harper, Frances K.; Quinn, Margaret; Greene, Darelene (January 2021, Proceedings of the 2nd International Conference of the Journal Scuola Democratica)

   null (Ed.)

   Through school-university partnerships that situate learning within culturally relevant educational experiences, faculty, preservice teachers, and school-based educators are able to co-construct and share scientific knowledge. This knowledge consists of pedagogical content knowledge and funds of knowledge that include both knowledge and skills developed in cultural context that have evolved historically. In early childhood education, culturally relevant Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning experiences are particularly important for young children's cognitive and social emotional development. This paper describes how intentional co-planning and collaboration to celebrate the US Read across America Day provided over 100 preschool children in eight classrooms with access to STEAM lessons virtually led by university preservice teachers in partnership with educators in the school. These activities engaged children in exploring art, computer science, physical science, engineering, and mathematics within the context of a culturally relevant version of the fairy tale Goldilocks and the Three Bears. Lessons implemented as part of school-university partnerships support Black and Latinx children's development of a sense of belonging in STEAM. Further, these experiences enhance teacher candidates' abilities to engage in culturally responsive STEAM teaching while receiving ongoing guidance and education from university faculty and school-based educators. Teacher education programs within higher education institutions should embrace school- university partnerships as contexts for the development of shared scientific knowledge and discourse since the benefits are twofold. First, children and teachers gain access to, and engage with, innovative STEAM experiences. Second, preservice teachers learn culturally relevant research-based instructional strategies through university coursework situated in authentic learning experiences; thus, their learning as teacher candidates is enhanced through planning, implementation, evaluation, and critical reflection. 

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4. Engineering Explorations: Connecting K-12 classroom learning and field trip experiences through engineering design

   Harlow, D. (July 2021, 2021 American Society for Engineering Education Conference Proceedings)

   null (Ed.)

   Interactive science centers are in a unique position to provide opportunities for engineering education through K-12 field trip programs. However, field trip programs are often disconnected from students’ classroom learning, and many K-12 teachers lack the engineering education background to make that connection. Engineering Explorations is a 3-year project funded by the National Science Foundation (NSF) program Research in the Formation of Engineers (RFE) (EEC-1824856 and EEC-1824859). The primary goal of this project is to develop and test engineering education modules that link K-12 students’ classroom learning to field trip experiences in an interactive science museum, increasing student learning and extending the field trip experiences. Each Engineering Explorations module consists of one 50-minute field trip program completed at an interactive science center and curriculum for three 50-minute lessons to be implemented by the classroom teacher before (2 lessons) and after (1 lesson) the field trip program. Our paper will present both development and research outcomes. 

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5. Partnering to Develop a Coordinated Engineering Education Program Across Schools, Museum Field Trips, and Afterschool Programs

   Harlow, D. (January 2020, Connected science learning)

   Engineering Explorations are curriculum modules that engage children across contexts in learning about science and engineering. We used them to leverage multiple education sectors (K–12 schools, museums, higher education, and afterschool programs) across a community to provide engineering learning experiences for youth, while increasing local teachers’ capacity to deliver high-quality engineering learning opportunities that align with school standards. Focusing on multiple partners that serve youth in the same community provides opportunities for long-term collaborations and programs developed in response to local needs. In a significant shift from earlier sets of standards, the Next Generation Science Standards include engineering design, with the goal of providing students with a foundation “to better engage in and aspire to solve the major societal and environmental challenges they will face in decades ahead” (NGSS Lead States 2013, Appendix I). Including engineering in K–12 standards is a positive step forward in introducing students to engineering; however, K–12 teachers are not prepared to facilitate high-quality engineering activities. Research has consistently shown that elementary teachers are not confident in teaching science, especially physical science, and generally have little knowledge of engineering (Trygstad 2013). K–12 teachers, therefore, will need support. Our goal was to create a program that took advantage of the varied resources across a STEM (science, technology, engineering, and math) education ecosystem to support engineering instruction for youth across multiple contexts, while building the capacity of educators and meeting the needs of each organization. Specifically, we developed mutually reinforcing classroom and field trip activities to improve student learning and a curriculum to improve teacher learning. This challenging task required expertise in school-based standards, engineering education, informal education, teacher professional development, and classroom and museum contexts. 

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