STEAM in Informal STEM Learning
Where Are We? Where Do We Head Next?
The use of STEAM (Science, Technology, Engineering, the Arts, and Math) in Informal STEM Learning (ISL) is growing rapidly, with a wide variety of findings from researchers and practitioners. There is a significant need to assess these findings to determine where this field is currently and what are important next steps to take.
This need was addressed by a National Science Foundation-funded AISL (Advancing Informal STEM Learning) project that was led by Texas Southern University (TSU) and The Innovation Collaborative. The project addressed various topics related to this need through an innovative working conference project where in-person and virtual participants worked collaboratively for almost two years. This work was highlighted by an in-person convening at TSU in Houston, TX, midway through the project.
The participants consisted of 70 leading STEAM out-of-school time researchers and practitioners, representing a diversity of approaches, such as out-of-school time institution type, size, and location, in addition to participants’ career focus and longevity. The seven most important topics to consider in this project were developed through a survey of grant leadership and in-person participants. These topics were then addressed by seven topic-based cohorts, led by prominent STEAM ISL researchers and practitioners. The cohorts first investigated where the STEAM ISL field is in relation to their topic, then discussed their findings in depth with participants at the in-person convening in Houston. After that, they developed, based on their findings, where the field needs to head next.
Below is a summary of each cohort’s findings, both where the field is and where it could consider heading next in relation to that topic. The summary includes links to the cohort’s PowerPoint and their full report that includes exemplar case studies and important references. For some cohorts, there also is a video from the Houston conference.
The cohorts are: Belonging and Identity; Enhancing Professional Capacity; Formal and Informal Learning; Integrating the Arts with STEM; STEAM Creative and Innovative Thinking; STEAM for All; and Well-being.
Belonging and Identity Cohort
To address belonging and identity in STEAM Informal Science Learning (ISL), this cohort found, it is instructive to first develop definitions of “identity” and “belonging”. Identity, they found, is seeing yourself as a type of person such as mother/father and as part of several groups such as work and social groups. Belonging is fitting in and feeling valued.
It is then important, the cohort found, to discuss how to develop a culture based on identity and belonging. Fostering identity with STEAM is centered in personal relevance. Fostering belonging includes organizing spaces, structures, research, and policies, in addition to developing a supportive ecosystem. Educators are a crucial component in promoting identity and belonging.
After investigating the literature, exploring STEAM practice-based implementation models, and analyzing their findings, the cohort found that there is a need to address the wide variety in perceptions of STEAM. It also is important to address the need for more explicit looks at identity and belonging in STEAM by specifically addressing the intersections of the arts and sciences.
These insights and findings are strengthened by case studies featuring STEAM afterschool camps in addition to professional development for ISL educators.
For further information, see the full report and cohort PowerPoint.
Integrating the Arts with STEM to Promote Learning and Thinking
Seeing arts practices as central to the success of STEAM programs and to Informal Science Learning (ISL) provides the foundation of this cohort’s findings.
Important findings include: 1) Arts skills and habits of mind dovetail with those emphasized in ISL; 2) the arts help promote a “tinkering mindset”; 3) the arts engage youth; 4) artmaking is part of being human. Arts integration as it applies to STEM, they found, can be viewed as processes and structures, as a transdisciplinary experience, as epistemological overlap, as STEAM, and/or as a perspective shift.
Suggestions for future research include: 1) What are ways to integrate the arts with ISL that are the most impactful for youth; 2) how can there be equitable conversations and partnerships between artists and scientists, between researchers and practitioners; 3) how can the arts equitably be integrated into STEM learning; and 4) how can professional learning help ISL educators develop meaningful STEAM experiences.
These insights and findings are strengthened by case studies featuring a digital network engaging youth in STEAM, an artmaking project engaging youth in climate science, and a program integrating technology, science, the arts, and where students live.
For further information, see the full report, cohort PowerPoint,
and video.
Enhancing Professional Learning Capacity for Informal Educators
In addressing how to increase informal educators’ professional capacity, this cohort
found some important things to consider are: 1) The wide variety of informal learning institutions and different educator roles in these institutions; 2) learning frameworks and competencies; 3) career pathways; 4) educators’ diverse backgrounds and whether they are early-, mid-, or late-career professionals; 5) assuring educators’ technical competencies and use of reflective practice; and 6) integrating research and practice.
The cohort also conducted a survey of this NSF conference grant participants and found that there are many non-traditional staff positions working in the STEAM arena at all career levels, as well as a variety of professional learning opportunities offered these staff.
Survey respondents also addressed the importance of breaking down silos within organizations and integrating the arts with STEM as an equal partner, not as an afterthought, to lead to effective STEAM transdisciplinary learning. It also was decided that certification might not be as effective in informal learning settings.
These insights and findings are strengthened by case studies featuring professional learning in arts, science, math, and STEAM-based institutions that can be adapted for STEAM learning.
For further information, see the full report, cohort PowerPoint, and video.
STEAM Creative & Innovative Thinking
This cohort found that STEAM is an invaluable catalyst for fostering creative and innovative thinking in a variety of learning settings, including early childhood.
Citing current research, this cohort points out that creativity and innovation thrive in collective endeavors, especially involving play and iteration involving tactile exploration of materials. Especially important are constraints in this process, in addition to special areas for exploration such as makerspaces. Illustrative of these qualities is the widely used LEGO duck challenge, a design activity where participants use just six LEGO bricks to build a duck. Despite the limited materials, the results are almost always unique, demonstrating how constraints, iteration, and collaboration can spark divergent thinking and highlight the many possible solutions within STEAM learning.
The cohort also found that while it has been shown that STEAM promotes creative and innovative thinking in STEM, there is more work to be done. This includes making effective STEAM available for all, such as in early childhood, providing professional development, developing effective assessments, and promoting a greater understanding of STEAM, especially in relation to education opportunities.
These insights and findings are strengthened by case studies looking at how STEAM and creative/innovative thinking thrive in an early childhood setting, effectively teach STEM through dance, and inspire youth to explore coding using simple materials in a summer camp.
For further information, see the full report, cohort PowerPoint, and video.
Formal and Informal Learning Intersections
The goal of this cohort was to investigate how informal (out-of-school time) and formal (K-12) educators can work together more effectively to use STEAM for students’ benefit and to determine where these fields need more effort.
This cohort’s survey of 75 formal and informal educators found that both formal and informal educators indicated collaboration/communication and impact as the priorities to develop for their working together. Formal teachers specifically requested support from informal educators in STEAM education, while informal educators prioritized such things as collaboration/communication and educational support. Both types of educators emphasized the lack of research on: 1) How they can work together effectively in STEAM; and 2) the impact of out-of-school time learning on students.
Some specific resources they indicated to address this included workshops and webinars, informal curriculum that aligns with formal education needs, and resources/tips for formal/informal educator collaboration.
These insights and findings are strengthened by case studies describing a science museum biodiversity field trip, a math/science festival, an art museum field trip, a longitudinal study of early childhood informal learning experiences, and a six-session informal STEAM learning experience for formal classrooms.
For further information, see the full report, cohort PowerPoint, and video.
STEAM for All
This study looks at where the STEAM Informal Science Learning (ISL) field is in addressing all learners along many metrics, including their location (such as rural), their socio-economic status, girls in STEM, their ability (high, middle, and low learners), their ethnicity, and more. Strategies to improve STEAM for all learners include using effective practices, overcoming barriers, bringing in new pedagogical strategies and role models, in addition to involving community stakeholders in designing programs.
Research also points to the importance of designing programs intentionally, understanding multiple perspectives, taking into account learners’ lives, using pedagogical design that changes failure into the concept of iteration, and integrating formal (K-12) and informal (out-of-school time) learning.
Important work for the future includes studying mentorship programs, developing community-based initiatives, creating pilots integrating formal and informal learning, looking at the effects of long-term engagement in a project, and applying the use of technologies to enhance learning.
These insights and findings are strengthened by a case study featuring how the blind community in Houston partnered with a science museum to integrate art and exploration into making their museum experiences more engaging and effective.
For further information, see the full report, cohort PowerPoint
and video.
Well-Being and STEAM
Defining well-being and examining its effective use in STEAM Informal Science Learning (ISL) was this cohort’s goal. They addressed it through examining research and practice.
This cohort adopted the concept of well-being that includes physical, social, personal, and intellectual aspects in an ongoing process that is daily impacted by an individual’s life experiences.
It was found that, while there currently is no broad agreement on the intersections of well-being and STEAM ISL in research or practice, well-being can be seen as an important part of ISL practices. However, there are few examples of research or practice looking at well-being in relation to STEAM ISL experiences. There are studies looking at well-being in relation to the arts, but they use a more narrow approach to the concept.
The cohort pointed out that, though well-being is being addressed in a limited way in informal STEAM settings, there is a need for clarification of its definition and of how this concept can be effectively implemented, especially beyond the current narrow usage.
These insights and findings are strengthened by case studies featuring an environmental health education initiative, inquiry workshops, and STEAM programs in rural communities.
For further information, see the full report, cohort PowerPoint, and video.