Public perceptions of the STEM learning ecology – perspectives from a national sample in the US
Rupanwita Gupta, John Voiklis, Shelley J. Rank, Joseph de la Torre Dwyer, John Fraser, Kate Flinner, Kathryn Nock
Abstract
Global interest in STEM (science, technology, engineering, and math) literacy necessitates studying public perceptions of the STEM learning ecology – the spectrum of settings where people encounter STEM. By expanding on the STEM learning ecosystem focused on youth’s structured learning, we explore settings where lifelong learners encounter STEM in their daily lives. We conducted a nationwide study with the US public describing where and how people engage with STEM. Results show that the public encounters each STEM discipline with similar frequency in various informal settings. Settings resonate uniquely with the public regarding STEM disciplines, topics, and modes of learning. Specifically, science centres are the standard for informal STEM learning, and are associated most closely with the experiences outlined above. Other informal learning centres are perceived to cover aspects of that ecology. Zoos are seen as places to learn most about animals and related topics (e.g., animal behaviour), and aquariums for teaching about water quality. Comparatively, science centres are thought to provide opportunities to learn about broader STEM topics, including climate change. We highlight that informal learning settings can advance STEM learning by explicitly prioritizing each STEM discipline in programmes, and by identifying strategies to measure the public’s informal STEM learning.