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Graphical Abstract
Abstract
Many formal and informal science, technology, engineering, and math (STEM) learning programs want to understand the impact their work has on learner outcomes. This can be difficult, especially in informal settings (e.g., afterschool programs, museum exhibits) that have limited resources to develop measures for the outcomes of interest. Additionally, several programs may be targeting the same outcomes but use different tools to measure them, leading to inconsistency in understanding impact across the STEM learning field.
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Author Contributions
Matthew A. Cannady ([email protected]) is research group director at The Lawrence Hall of Science, University of California, Berkeley, in Berkeley, California.
Kalie Sacco ([email protected]) is coordinator for special initiatives, director’s office, at The Lawrence Hall of Science, University of California, Berkeley, in Berkeley, California.
Additional information
Notes on contributors
Matthew A. Cannady
Matthew A. Cannady ([email protected]) is research group director at The Lawrence Hall of Science, University of California, Berkeley, in Berkeley, California.
Kalie Sacco
Kalie Sacco ([email protected]) is coordinator for special initiatives, director’s office, at The Lawrence Hall of Science, University of California, Berkeley, in Berkeley, California.