Public Perceptions of the STEM Learning Ecology -- Perspectives from a National Sample in the US

Autor/inn/en	Gupta, Rupanwita; Voiklis, John; Rank, Shelley J.; Dwyer, Joseph de la Torre; Fraser, John; Flinner, Kate; Nock, Kathryn
Titel	Public Perceptions of the STEM Learning Ecology -- Perspectives from a National Sample in the US
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 10 (2020) 2, S.112-126 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gupta, Rupanwita) ORCID (Voiklis, John) ORCID (Dwyer, Joseph de la Torre) ORCID (Fraser, John) ORCID (Flinner, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2020.1719291
Schlagwörter	Attitudes; STEM Education; National Surveys; Lifelong Learning; Educational Environment; Informal Education; Science Teaching Centers; Recreational Facilities; Learning Processes + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; STEM; Life-long learning; Lebenslanges Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Informelle Bildung; Nichtformale Bildung; Freizeiteinrichtung; Learning process; Lernprozess
Abstract	Global interest in STEM (science, technology, engineering, and math) literacy necessitates studying public perceptions of the STEM learning ecology -- the spectrum of settings where people encounter STEM. By expanding on the STEM learning ecosystem focused on youth's structured learning, we explore settings where lifelong learners encounter STEM in their daily lives. We conducted a nationwide study with the US public describing where and how people engage with STEM. Results show that the public encounters each STEM discipline with similar frequency in various informal settings. Settings resonate uniquely with the public regarding STEM disciplines, topics, and modes of learning. Specifically, science centres are the standard for informal STEM learning, and are associated most closely with the experiences outlined above. Other informal learning centres are perceived to cover aspects of that ecology. Zoos are seen as places to learn most about animals and related topics (e.g., animal behaviour), and aquariums for teaching about water quality. Comparatively, science centres are thought to provide opportunities to learn about broader STEM topics, including climate change. We highlight that informal learning settings can advance STEM learning by explicitly prioritizing each STEM discipline in programmes, and by identifying strategies to measure the public's informal STEM learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01