Impact of Situated Learning in Informal Settings on Science Motivation and Content Knowledge

• In Event: Science Teaching and Learning: Out-of-School Science

Abstract

This study examines the impact of an informal summer STEM learning program for underserved urban middle school students and complementary in-school formal STEM education classes. Motivation and content knowledge were measured in a pre-post, intervention-comparison group design. Results indicated that the informal learning group had statistically significant high results in the motivation aspects of extrinsic motivation and self determination as well as significantly lower anxiety as it related to science. In addition, they had statistically significant higher scores on the content assessment. An intensive, authentic, informal learning experience pedagogically designed around a situated learning theoretical framework can be a powerful strategy to mitigate equity gaps in science and STEM education for underserved students.

Authors

• Frank LaBanca, National Center for Inquiry Learning

• Theodora Pinou, Western Connecticut State University