Understanding the conditions informing successful STEM clubs: What does the evidence base tell us?

ABSTRACT

STEM (Science, Technology, Engineering, Mathematics) clubs are gaining momentum as a means for engaging students in STEM-related activities. Despite this growth, there have been limited attempts to examine the conditions that inform practice in these informal educational spaces. This paper addresses that gap through a comprehensive literature review of empirical and practitioner publications, with a focus on synthesising the approaches that support STEM clubs to be effective learning environments. In total, 33 papers were included in this review. Through a rigorous literature review process, the research team identified a number of key focus areas that support the achievement of learning outcomes and programme sustainability. These focus areas are grouped into three key themes – club management, environment, and program evaluation – that STEM club practitioners should attend to in order to ensure a well-informed approach. Within in each theme a number of sub-dimensions were identified, which provide practical insights and lived examples of how these conditions can be enacted within STEM clubs in ways that speak to quality. The evidence-based findings presented in this paper can be used by practitioners to guide STEM club practice. Further, the paper identifies where research is required to explore contemporary practice in informal education settings.

KEYWORDS:

• STEM clubs
• informal learning
• literature review
• evidence-based

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was funded by Inspiring Australia Queensland as part of a wider focus on supporting STEM clubs through tools, resources and research. Inspiring Australia contributes to the Federal Government’s vision to engage all Australians with science, through a national network of activities that build an awareness and appreciation of science, celebrate the excitement of scientific discovery and improve science communication skills. The Inspiring Australia Queensland program is hosted at the Queensland Museum, Brisbane. A range of STEM Club tools and resources are hosted on the Inspiring Australia Queensland website at www.inspiringqld.com.au

Notes on contributors

Angela Fitzgerald

Dr. Kate Davis is an Adjunct Senior Research Fellow at the University of Southern Queensland, Australia. She is a social scientist who researches information experience, everyday technology experience, and digital learning and teaching, primarily using qualitative approaches designed to get to the heart of people’s experience. Kate has a background in librarianship, particularly public programming and online and digital collections and services. Over the last decade, she has taught and researched in library and information studies. In 2021, Kate returned to work in the library and information sector in a strategic leadership role. Find Kate online at katedavis.info or follow her on Twitter @katiedavis

Dr. Angela Fitzgerald is an adjunct Associate Professor (Science Curriculum and Pedagogy) in the School of Education, University of Southern Queensland (USQ). In 2021, she returned to a secondary school setting in a leadership role. Her main research focus is engaging in activities that support pre- and in-service teachers in developing their confidence and competence in the learning and teaching of science in primary school settings. She has also engaged in the professional experience space nationally and internationally, which has involved supporting pre-service teachers in their learning to teach journey and building partnerships with education stakeholders.

Dr. Margaret Power is a Community Arts and Cultural Development Programmer and practitioner in regional Queensland. Margaret’s research interest is focused on the role arts and cultural participation plays in building community capacity and social resilience in regional communities. Her experience in community cultural development and primary and secondary education over the last 25 years has fostered her interest in STEAM education in both formal and community-based settings.

Tania Leach is currently the Associate Dean Learning, Teaching and Student Success, Education Lecturer and member of the Leadership Research International at the University of Southern Queensland. Prior to this she was employed by the Queensland Department of Education for over sixteen years, most recently as a QLD STEM champions. Tania’s passion to maximise student learning through the building of school leadership and teacher capability has seen her support state improvement strategies to contextualise and translate system policy into practice. While Tania’s role has a strong focus on Educational Research, her ability to co-lead and co-teach has evidenced positive impacts on teachers and student learning. This was recognised when she won the 2017 QLD ACEL Excellence in Educational Leadership award. She has recently completed her PHD with a focus on how enacted system leadership roles promote policy coherence. She has taught students from Prep to year 12 and worked within the roles of Head of Department and Head of School. Her current research projects include: STEM clubs exploring the current landscape; Exploring the role of the third teacher in online teaching; Systemness – achieving consistency through contextualised responses.

Dr. Neil Martin is an educational design and technology expert with over twenty years’ experience of working in digital design, learning technologies, and web development in Australian and UK universities. His research interests are in understanding how innovations in technology can be harnessed to make a positive contribution to people’s lives by supporting their inherent motivational capacities, engaged learning, and personal flourishing. Such technologies include digital learning environments, immersive technologies, and mobile technologies. His research is informed by self-determination theory (SDT) as a theoretical perspective and he has published on how SDT can be applied to the design of MOOCs (Massive Open Online Courses). In addition to the applications of SDT, his current research includes understanding how virtual reality can facilitate empathy and exploring the current landscape of STEM Clubs with particular reference the factors that contribute to their success.

Stephanie Piper is currently the Community Engagement Coordinator at the University of Southern Queensland Library, looking after the Library Makerspace. She teaches 3D printing, 3D modelling and Arduino classes. She was part of the 2017 Digital Champions Program, has been featured by Peppermint Magazine, was a finalist in the Women in STEM awards. For more info, visit www.piper3dp.com.

Rena Singh is the manager of Inspiring Victoria, and formerly the Inspiring Australia Manager in Queensland. Rena has a career working in education, social policy, community development, intercultural development and creative production with a professional passion for advancing diversity and inclusion. She has multidisciplinary experience across sectors ranging from the arts, education, human services and the sciences, at a local and national level. Rena holds a BA (Drama), BEd (Secondary), MEd (Leadership and Management).

Shelley Dunlop is currently the Project Manager for Future Makers at Queensland Museum, focusing on increasing student participation and performance in STEM in regional Queensland. Prior to this, she was Queensland Manager for Inspiring Australia. Shelley has a background in communication, community engagement and education for sustainability, and a dedication to evidence-based co-design in project management.