STEM Outside of School: A Meta-Analysis of the Effects of Informal Science Education on Students' Interests and Attitudes for STEM
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| Title: | STEM Outside of School: A Meta-Analysis of the Effects of Informal Science Education on Students' Interests and Attitudes for STEM |
|---|---|
| Language: | English |
| Authors: | Xin Xia (ORCID |
| Source: | International Journal of Science and Mathematics Education. 2025 23(4):1153-1181. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 1811265 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Elementary Secondary Education, STEM Education, Science Education, Informal Education, After School Programs, Enrichment Activities, Science Interests, Science Activities, Summer Science Programs, Grade Level Differences |
| DOI: | 10.1007/s10763-024-10504-z |
| ISSN: | 1571-0068 1573-1774 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461683 |
| Database: | ERIC |
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