Informal Learning in STEM Education

Soledad Yao; Margaret J. Mohr-Schroeder

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Informal Learning in STEM Education

In: STEM Education 2.0

Authors:

Soledad Yao

Soledad Yao
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Margaret J. Mohr-Schroeder

Margaret J. Mohr-Schroeder
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Type:: Chapter

Pages:: 143–152

DOI:: https://doi.org/10.1163/9789004405400_009

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Abstract

Research has shown that exposure to a variety of STEM opportunities will have a long-term effect on individuals and the overall STEM education community (Wai, Lubinski, Benbow, & Steiger, 2010). While many opportunities for informal learning have historically existed within the science and history disciplines, such as museums, nature centers, libraries, and national parks (Fenichel & Schweingruber, 2010), there has been a lot of growth in comparable informal learning environments within STEM education (e.g., engineering, integrated STEM). Participation in informal learning environments allows K-12 grade students to delve deeper into STEM concepts, complementing STEM learning in their traditional school setting. In this chapter, we will review the literature on informal STEM learning and examine the effects these authentic learning experiences in the STEM disciplines will have on their interest and motivation towards STEM careers.

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STEM Education 2.0

Myths and Truths – What Has K-12 STEM Education Research Taught Us?

E-Book ISBN:: 9789004405400

Publisher:: Brill

Print Publication Date:: 02 Aug 2019

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Chapter 17 Crossing Borders and Stretching Boundaries: A Look at Community-Education Partnerships and Their Impact on K-12 STEM Education

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Informal Learning in STEM Education

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STEM Education 2.0

Myths and Truths – What Has K-12 STEM Education Research Taught Us?

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