STEM Outside of School: A Meta-Analysis of the Effects of Informal Science Education on Students' Interests and Attitudes for STEM (Poster 36)

• In Event: AERA Poster Session Friday 1:30 p.m.
  In Poster Session: STEM Teaching and Learning

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). We included studies that 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.

Authors

• Xin Xia, University of Virginia

• Lillian Bentley, University of Virginia

• Xitao Fan, The Chinese University of Hong Kong

• Robert H. Tai, Australian Catholic University