STEM Thinking in Informal Environments: Integration and Recommendations for Formal Settings

Learning in informal environments often takes the shape of authentic learning experiences that lend themselves to integrated perspectives. In addition, learning in informal environments typically does not silo understanding into distinct disciplines as often encountered in formal education. As engineering education researchers begin conducting research on learning in informal environments, understanding how engineering thinking occurs in informal environments can inform meaningful learning experiences in both informal and formal settings. Furthermore, learning in informal environments can be viewed as low-risk venues for educational experimentation that may inform STEM (science, technology, engineering, and mathematics) integration designed for formal learning environments. Identifying boundaries that separate science thinking, technology thinking, engineering thinking, and mathematical thinking in informal environments can be difficult since significant overlap exists in the various learning spaces. Instead of trying to dissect these boundaries, it may be useful to identify examples of each and understand how these seemingly independent ways of thinking can be integrated in a holistic concept of STEM thinking in informal settings. This paper will provide a synthesis of previous research focused on learning in informal environments with concrete examples of activities that can foster STEM thinking and recommendations for integrating aspects of STEM