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Abstract This meta-analysis explores the impact of informal science education experiences (such as after-school programs, enrichment activities, etc.) on students' attitudes towards, and interest in, STEM disciplines (Science, Technology, Engineering, and Mathematics). The research addresses two primary questions: (1) What is the overall effect size of informal science learning experiences on students' attitudes towards and interest in STEM? (2) How do various moderating factors (e.g., types of informal learning experience, student grade level, academic subjects, etc.) impact student attitudes and interests in STEM? The studies included in this analysis were conducted within the United States in K-12 educational settings, over a span of thirty years (1992–2022). The findings indicate a positive association between informal science education programs and student interest in STEM. Moreover, the variability in these effects is contingent upon several moderating factors, including the nature of the informal science program, student grade level, STEM subjects, publication type, and publication year. Summarized effects of informal science education on STEM interest are delineated, and the implications for research, pedagogy, and practice are discussed.
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This content will become publicly available on November 7, 2025
Using Design-Based Research To Explore High School Students’ Informal Learning Of Mathematics
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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- Award ID(s):
- 2006067
- PAR ID:
- 10626688
- Editor(s):
- Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A
- Publisher / Repository:
- Kent State University
- Date Published:
- ISBN:
- 978-1-7348057-3-4
- Subject(s) / Keyword(s):
- Informal Education Design Experiments Affect, Emotion, Beliefs, and Attitudes High School Education
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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