Taking an Ecosystem Approach to STEM Learning

Graphical Abstract

Explore the Synergies project, a case study for how to comprehensively integrate three exemplary teaching practices into a STEM-learning ecosystem.

Abstract

The nature of STEM (science, technology, engineering, and mathematics) learning is changing as individuals have unprecedented, 24/7 access to science-related information and experiences from cradle to grave. Today’s science-education opportunities include not only traditional schooling, but also libraries, museums, zoos, aquaria, science centers, and parks and preserves; diverse broadcast media such as television, podcasts, and film; organized youth programs such as 4-H, after-school or summer camps, and special-interest clubs and hobby groups; and an ever-increasing array of digital media such as personal games, the internet, and social media. Collectively, these formal and informal resources are referred to as the STEM learning ecosystem. The concept of an ecosystem has also been expanded to include not only material resources such as institutions and organizations, but also social ones: social networks, peers, educators (in school and out of school), friends, and family. In total, the ecosystem is “the dynamic interaction among individual learners, diverse settings where learning occurs, and the community and culture in which they are embedded” (NRC 2015, pp. 1–2). These various organizations and tools enable a growing number of individuals to customize and take charge of their own STEM learning.

Keywords:

• STEM
• Informal Education

Author Contributions

John H. Falk ([email protected]) is executive director of the Institute for Learning Innovation and Sea Grant Professor of Free-Choice Learning at Oregon State University in Corvallis, Oregon.

Lynn D. Dierking ([email protected]) is interim associate dean of the College of Education and Sea Grant Professor of Free-Choice Learning at Oregon State University in Corvallis, Oregon.

Nancy Staus ([email protected]) is senior research associate at Oregon State University in Corvallis, Oregon.

Jennifer Wyld ([email protected]) is postdoctoral fellow at Oregon State University in Corvallis, Oregon.

Deborah Bailey ([email protected]) is education specialist, applied sciences, at the Oregon Department of Education in Salem, Oregon.

William Penuel ([email protected]) is professor of educational psychology and learning sciences at University of Colorado in Boulder, Colorado.

Additional information

Notes on contributors

John H. Falk

John H. Falk ([email protected]) is executive director of the Institute for Learning Innovation and Sea Grant Professor of Free-Choice Learning at Oregon State University in Corvallis, Oregon.

Lynn D. Dierking

Lynn D. Dierking ([email protected]) is interim associate dean of the College of Education and Sea Grant Professor of Free-Choice Learning at Oregon State University in Corvallis, Oregon.

Nancy Staus

Nancy Staus ([email protected]) is senior research associate at Oregon State University in Corvallis, Oregon.

Jennifer Wyld

Jennifer Wyld ([email protected]) is postdoctoral fellow at Oregon State University in Corvallis, Oregon.

Deborah Bailey

Deborah Bailey ([email protected]) is education specialist, applied sciences, at the Oregon Department of Education in Salem, Oregon.

William Penuel

William Penuel ([email protected]) is professor of educational psychology and learning sciences at University of Colorado in Boulder, Colorado.