ABSTRACT
Facilitating successful informal STEM learning experiences is essential for building knowledge and comfort with STEM content for children and teachers alike. Informal learning experiences are by nature hands-on and interdisciplinary and provide play-based, real-world, authentic learning experiences. This article describes what elementary teacher candidates learn about teaching science from facilitating a STEM event within school settings and outside regular school hours. The article also presents implications for elementary-teacher education.
Notes
1 The No Child Left Behind Act (NCLB, Citation2001) has been replaced by the Every Student Succeeds Act (Citation2015).