Advancing opportunities for children’s informal STEM learning transfer through parent–child narrative reflection

2021 ◽  
Author(s):  
Maria Marcus ◽  
Pirko Tõugu ◽  
Catherine A. Haden ◽  
David H. Uttal
Keyword(s):  
Learning Transfer ◽  
Stem Learning ◽  
Informal Stem Learning ◽  
Parent Child

Expectancy-value theory & preschool parental involvement in informal STEM learning

2021 ◽  
Vol 76 ◽  
pp. 101320
Author(s):  
Tricia A. Zucker ◽  
Janelle Montroy ◽  
Allison Master ◽  
Michael Assel ◽  
Cheryl McCallum ◽  
...  
Keyword(s):  
Parental Involvement ◽  
Value Theory ◽  
Stem Learning ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Informal Stem Learning

Astro-animation and Informal STEM Learning

2021 ◽  
Vol 5 (5) ◽  
pp. 119
Author(s):  
Laurence Arcadias ◽  
Robin Corbet
Keyword(s):  
Stem Learning ◽  
Informal Stem Learning

Enhancing Informal Stem Learning Through Family Engagement in Cooking

2021 ◽  
Vol 15 (02) ◽  
pp. 119-133
Author(s):  
Bradley J. Morris ◽  
Shannon R. Zentall ◽  
Grace Murray ◽  
Whitney Owens
Keyword(s):  
Informal Learning ◽  
Culturally Relevant ◽  
Learning Opportunities ◽  
Stem Learning ◽  
Natural Supports ◽  
Culturally Relevant Practices ◽  
Family Based ◽  
And Mathematics ◽  
Informal Stem Learning

Informal learning has the potential to play an important role in helping children develop a life-long interest in STEM (Science, Technology, Engineering, and Mathematics). The goal of this review is to synthesize the evidence regarding the features of effective informal learning, provide effective ways to support learning within these contexts, and illustrate that cooking is an optimal opportunity for informal STEM learning. We review evidence demonstrating that the most effective informal learning activities are authentic, social and collaborative experiences that tap into culturally-relevant practices and knowledge, although there are limitations to each. We propose that cooking provides a context for authentic, culturally-relevant learning opportunities and includes natural supports for learning and engagement. Specifically, cooking provides many opportunities to apply STEM content (e.g., measuring and chemical reactions) to an existing foundation of knowledge about food. Cooking is also a family-based learning opportunity that exists across cultures, allows for in-home mentoring, and requires no specialized materials (beyond those available in most homes). It may help overcome some limitations in informal STEM learning, namely scalability. Finally, cooking provides immediate, tangible (and edible) results, promoting interest and supporting long-term engagement.

Science on the Move: A Design-Based Research Study of Informal STEM Learning in Public Spaces

2016 ◽  
Vol 19 (1) ◽  
pp. 39-59 ◽  
Author(s):  
Christopher L. B. Cardiel ◽  
Scott A. Pattison ◽  
Marcie Benne ◽  
Marilyn Johnson
Keyword(s):  
Research Study ◽  
Public Spaces ◽  
Stem Learning ◽  
Design Based Research ◽  
Informal Stem Learning

scholarly journals Informal STEM Learning: Cultivating Curiosity

2020 ◽  
Vol 27 (2) ◽  
pp. 25-34
Author(s):  
Cheryl Lindeman
Keyword(s):  
Stem Learning ◽  
Informal Stem Learning

Scientific and Intuitive Reasoning Among Adults and Youth After an Informal STEM Learning Experience

2016 ◽  
Author(s):  
Evelyn M. Evans ◽  
Laura M. Distel ◽  
Sasha Palmquist ◽  
Martin Weiss
Keyword(s):  
Learning Experience ◽  
Stem Learning ◽  
Intuitive Reasoning ◽  
Informal Stem Learning

Culturally Responsive and Sustaining STEM Curriculum as a Problem-Based Science Approach to Supporting Student Achievement for Black and Latinx Students

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Yvonne Thevenot
Keyword(s):  
Academic Achievement ◽  
Prior Knowledge ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Student Agency ◽  
Stem Learning ◽  
Learning Spaces ◽  
Science Approach ◽  
Informal Stem Learning ◽  
Stem Teaching

This article explores the tenets of culturally responsive STEM curriculum, providing an innovative look into STEM teaching and learning, which illuminates student agency, prior knowledge, and positive connections with their teachers. It seeks to answer the question, what happens when students experience informal STEM learning spaces as positive ones that enable them to develop a sense of agency, voice, and academic achievement.

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