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1. 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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2. Virtual Teaching Together: engaging parents and young children in STEM activities

   https://doi.org/10.3389/fpsyg.2023.1334195  

   Zucker, Tricia A; Mesa, Michael P; Assel, Michael A; McCallum, Cheryl; DeMaster, Dana (February 2024, Frontiers in Psychology)

   IntroductionEarly informal learning experiences are essential for sparking long-term interest in science, technology, engineering, and math (STEM). In a prior study, we found more promising parent involvement outcomes when families of young children were provided with STEM family education events along with home STEM activity kits compared to providing workshops alone. This study was a conceptual replication using the same program—Teaching Together STEM—to deliver educational workshops plus home activity kits; however, we varied the delivery method by using virtual “funshops” to evaluate if parents perceived this modality as feasible and useful. MethodsMuseum informal science educators introduced four units via virtual video chat sessions linked to 12 hands-on STEM activities that were mailed to families randomly assigned to the treatment group. Half of the families were assigned to a waitlist control group that received a portion of the virtual program after the posttest. Participants included 60 families with children aged 3 to 5 years from diverse linguistic and socioeconomic backgrounds. ResultsOur results indicate no significant group differences in the primary outcome of parents’ involvement in informal STEM but a small, positive effect size (ES = 0.18) that was similar in magnitude to the prior, in-person study. Although parents mostly perceived the remote delivery as convenient and the materials as engaging for their child, there were no significant program impacts on children’s general science interests (ES = −0.19). DiscussionDespite the convenience, parents reported time was a barrier to doing STEM activities at home. Parents with lower education levels were less likely to attend, suggesting virtual approaches are not sufficient for ensuring broad access to family engagement programs for populations underrepresented in STEM. 

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3. Expanding Access to Ocean Science Through Inclusively Designed Data Sonifications

   https://doi.org/10.5670/oceanog.2024.124  

   Smith, Leslie; Bower, Amy; Roberts, Jessica; Bellona, Jon; Li, Huaigu (January 2023, Oceanography)

   Look at a graph of oceanographic data. How would you convey the information only using sound? This is the challenge addressed by the US National Science Foundation-funded “Accessible Oceans” project, which seeks to increase access to ocean data in informal learning environments like museums, science centers, and aquariums. Quantitative information in these settings is almost always conveyed with visual displays. For audience members who are blind or have low vision, or those with data illiteracy or innumeracy, these displays remain inaccessible. In this article, we discuss our interdisciplinary project using an inclusive human-centered design process to develop auditory displays that support learning and understanding of ocean science in informal learning environments. We share information about our project and takeaways for inclusive auditory display design, hoping to inspire others to examine the accessibility of their own work. 

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4. Using Design-Based Research To Explore High School Students’ Informal Learning Of Mathematics

   Wang, X; Grigorian, S; Ortiz_Galarza, M; Wilson, A (November 2024, Kent State University)

   Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)

   As the demand for STEM jobs increases, central to the success of STEM education and careers is a strong foundation in mathematics. However, students’ interest in mathematics is often very low. Thus, it is imperative to cultivate interest in mathematics among high school students. To promote students’ interests and positive attitudes in mathematics, we implemented informal learning using design-based research (DBR). We show that DBR is a compelling and suitable methodology for our research aims. Then we report how DBR can extend from previous studies in using informal learning for mathematics and foster motivating learning ecology in a school setting. Our DBR project has completed four iterations. 

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5. Understanding Racially Minoritized Girls’ Perceptions of Their STEM Identities, Abilities, and Sense of Belonging in a Summer Camp

   https://doi.org/10.3390/educsci13121183  

   Milton, Saki; Sager, Marc T; Walkington, Candace (December 2023, Education Sciences)

   Informal science education researchers have become increasingly interested in how out-of-school spaces that offer STEM (science, technology, engineering, and math) programs inform learners’ STEM achievement, interests, and affective outcomes. Studies have found that these spaces can offer critical learning and developmental opportunities for underrepresented racially minoritized (URM) students (Black, Latinx, low socioeconomic status) in STEM subjects. Shifting away from the leaky STEM pipeline analogy, researchers have posited contemporary understandings to explain why the minoritization of URM girls persists. Informal learning environments such as STEM summer camps are being studied to assess how URM girls experience and interact with STEM in novel ways. These environments can inform the research field about how URM girls’ perceptions of their STEM identities, abilities, efficacy, and belonging in STEM develop as they engage in those spaces. This mixed-method study used a multiple-case-study approach to examine how aspects of URM middle school girls’ STEM identities positively changed after participating in a one-week, sleep-away, single-gender STEM summer camp held at a university in the Southwestern U.S. Drawing on intersectionality and STEM identity, we used ecological systems theory to design our research study, examining how URM middle school girls narrate their STEM identities in this informal learning environment. Using quantitative analyses and deductive coding methods, we explored how elements of girls’ STEM identities were shaped during and after their participation in the STEM summer camp. Findings from our study highlight (1) quantitative changes in girl participants’ STEM identities, sense of belonging in STEM, and perceived STEM ability belief, (2) qualitative results supporting our quantitative findings, and (3) how the intersectionality of participants’ race and gender played a role in their STEM identities. This study points to the potential of STEM informal learning camps as a way of developing and fostering URM girls’ STEM identities. 

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