Addressing the Ceiling Effect when Assessing STEM Out-Of-School Time Experiences

The aim of this paper is to describe an analytical approach for addressing the ceiling effect, a measurement limitation that affects research and evaluation efforts in informal STEM learning projects. The ceiling effect occurs when a large proportion of subjects begin a study with very high scores on the measured variable(s), such that participation in an educational experience cannot yield significant gains among these learners. This effect is widespread in informal science learning due to the self-selective nature of participation in these experiences, such that participants are already interested in and knowledgeable about the content area. When the ceiling effect is present, no conclusions can be drawn regarding the influence of an intervention on participants’ learning outcomes which could lead evaluators and funders to underestimate the positive effects of STEM programs. We discuss how the use of person-centered analytic approaches that segment samples in theory driven ways could help address the ceiling effect and provide an illustrative example using data from a recent evaluation of a STEM afterschool program.

Enhancing Informal Stem Learning Through Family Engagement in Cooking

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.

Expectancy-Value Theory & Preschool Parental Involvement in Informal STEM Learning

Using expectancy-value theory we explored whether parents’ perceived expectancies, value, and costs relate to involvement in STEM activities. We also explored whether informal learning varied based on child gender and parent’s report of having a science, technology, engineering, and math (STEM)-related career. Moreover, we examined the mediator role of parents’ expectancy, values, and cost of mother’s STEM-related career and parental involvement. Our sample consists of 208 parents of 3- to 5-year-olds from mostly middle class families of diverse races/ethnicities. Controlling for sociodemographic factors, results revealed that only a parent's rating of STEM value, not expectancies or cost, was directly related to parental involvement in science and math. Maternal report of a STEM-related career was indirectly related to parental involvement in STEM through parents’ higher self-efficacy for facilitating informal STEM learning. No significant relations were found for child gender. We discuss implications for supporting parents’ involvement in early STEM.

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

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.