Benefits of Informal Learning Environments: A Focused Examination of STEM-Based Program Environments

Autor/inn/en	Denson, Cameron D.; Austin Stallworth, Chandra; Hailey, Christine; Householder, Daniel L.
Titel	Benefits of Informal Learning Environments: A Focused Examination of STEM-Based Program Environments
Quelle	In: Journal of STEM Education: Innovations and Research, 16 (2015) 1, S.11-15 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Informal Education; Educational Environment; STEM Education; Qualitative Research; Disproportionate Representation; Vocational Interests; Focus Groups; Interviews; Grounded Theory; Mentors; Learning Processes; Time Management; Self Efficacy; Collegiality; Need Gratification; Educational Opportunities; Science Education; Predictor Variables; Student Surveys; Arizona; California; Colorado; Maryland; New Mexico; Oregon; Pennsylvania; Utah; Washington + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; STEM; Qualitative Forschung; Berufsinteresse; Interviewing; Interviewtechnik; Learning process; Lernprozess; Zeitmanagement; Self-efficacy; Selbstwirksamkeit; Kollegialität; Bedürfnisbefriedigung; Bildungsangebot; Bildungschance; Naturwissenschaftliche Bildung; Prädiktor; Schülerbefragung; Kalifornien
Abstract	This paper examines STEM-based informal learning environments for underrepresented students and reports on the aspects of these programs that are beneficial to students. This qualitative study provides a nuanced look into informal learning environments and determines what is unique about these experiences and makes them beneficial for students. We provide results of a qualitative research study conducted with the Mathematics, Engineering, Science Achievement (MESA) program, an informal learning environment that has proven to be effective in recruiting, retaining and encouraging underrepresented students to pursue STEM careers. Using a grounded theory approach, focus group interviews were conducted with five student groups throughout the state of California in an effort to "unpack the activity" variables of the informal learning environment. Results of this study should inform formal learning environments and other informal learning environments as to the components that make these learning environments effective and appealing to underrepresented students populations. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01