Thriving STEM Learning Ecosystems—for All?

References

• Azevedo, F.S. 2011. Lines of practice: A practice-centered theory of interest relationships. Cognition and Instruction 29 (2): 147–184.
   Web of Science ®Google Scholar
• Bevan, B., J. Dillon, G.E. Hein, M. Macdonald, V. Michalchik, D. Miller, D. Root, L. Rudder, M. Xanthoudaki, and S. Yoon. 2010. Making science matter: Collaborations between informal science education organizations and schools. Technical Report. Washington, DC: Center for Advancement of Informal Science Education.
   Google Scholar
• Bricker, L.A. and P. Bell. 2014. “What comes to mind when you think of science? The Perfumery!”: Documenting science-related cultural learning pathways across contexts and timescales. Journal of Research in Science Teaching 51 (3): 260–285.
   Web of Science ®Google Scholar
• Cresswell I.D., and H. Murphy. 2016. Biodiversity: Factors affecting resilience capacity. In: Australia state of the environment 2016, Australian Government Department of the Environment and Energy, Canberra. https://soe.environment.gov.au/theme/biodiversity/topic/2016/factors-affecting-resilience-capacity, DOI 10.4226/94/58b65ac828812
   Google Scholar
• Clark, R.M. 1990. Why disadvantaged students succeed: What happens outside school is critical. Public Welfare (Spring): 17–23.
   Google Scholar
• Dierking, L.D., and J.H. Falk. 2003. Optimizing out-of-school time: The role of free-choice learning. New Directions for Youth Development 97 (Spring): 75–88.
   Google Scholar
• Dierking, L.D., and J.H. Falk. 2016. 2020 Vision: Envisioning a new generation of STEM learning research in (Eds.) L.D. Dierking and J.H. Falk. Cultural Studies in Science Education. 11(1): 1–10. DOI: 10.1007/s11422-015-9713-5.
   Google Scholar
• Falk, J.H., and L.D. Dierking. 2018. Learning from museums. Lanham, MD: Rowman and Littlefield.
   Google Scholar
• Falk, J.H., and L.D. Dierking. Forthcoming. On-ramps to nowhere: Are free-choice science learning institutions/organizations fulfilling their goals? In Amplifying Informal Science Learning eds. J. Diamond and S. Rosenfeld. New York: Routledge.
   Google Scholar
• Falk, J.H., L.D. Dierking, and N.L. Staus. 2020. The use of ecological concepts in the social sciences: Measuring the productivity, durability and resilience of learning ecosystems. Ecology and Conservation Science 1 (3): 555563. DOI: 10.19080/ECOA.2020.01.555563
   Google Scholar
• Falk, J.H., L.D. Dierking, N. Staus, W. Penuel, J. Wyld, and D. Bailey. 2015. Understanding youth STEM interest and participation pathways within a community: The SYNERGIES project. International Journal of Science Education, Part B 6 (4).
   Google Scholar
• Falk, J.H., L.D. Dierking, N.L. Staus, J.N. Wyld, D.L. Bailey, and W.R. Penuel. 2016. The Synergies research–practice partnership project: a 2020 Vision case study. Cultural Studies in Science Education 11 (1): 195–212. DOI: 10.1007/s11422-015-9716-2.
   Web of Science ®Google Scholar
• Fortus, D. and D. Vedder-Weiss. 2014. Measuring students’ continuing motivation for science learning. Journal of Research in Science Teaching 51: 497–522. https://doi.org/10.1002/tea.21136.
   Google Scholar
• Hecht, M., and K. Crowley. 2020. Unpacking the learning ecosystems framework: Lessons from the adaptive management of biological ecosystems. Journal of the Learning Sciences 29 (2): 264–284. https://doi.org/10.1080/10508406.2019.1693381.
   Web of Science ®Google Scholar
• Lavorel, S., M.J. Colloff, S. McIntyre, M.D. Doherty, H.T. Murphy, D.J. Metcalfe, M. Dunlop, R.J. Williams, R.M. Wise, and K.J. Williams. 2015. Ecological mechanisms underpinning climate adaptation services. Global Change Biology 21 (1): 12–31. https://doi.org/10.1111/gcb.12689
   PubMed Web of Science ®Google Scholar
• Maltese, A.V., C.S. Melki, and H.L. Wiebke. 2014. The nature of experiences responsible for the generation and maintenance of interest in STEM. Science Education 98 (6): 937–962.
   Web of Science ®Google Scholar
• McCreedy, D., and L.D. Dierking. 2013. Cascading influences: Long-term impacts of informal STEM programs for girls. Philadelphia, PA: Franklin Institute Science Museum Press.
   Google Scholar
• National Research Council. 2009. People, places and design: Learning science in informal environments. Washington, DC: National Academies Press.
   Google Scholar
• National Research Council. 2015. Identifying and supporting productive STEM programs in out-of-school settings. Washington, DC: National Academies Press.
   Google Scholar
• Shaby, N., N.L. Staus, L.D. Dierking, and J.H. Falk. 2021. Pathways of interest and participation: How STEM-interested youth navigate a learning ecosystem. Science Education. 105 (4): 628–652.
   Web of Science ®Google Scholar
• Staus, N.L., K. Lesseig, R. Lamb, J.H. Falkand, and L. Dierking. 2020a. Validation of a measure of STEM interest for adolescents. International Journal of Science and Mathematics Education 18 (2): 279–293.
   Web of Science ®Google Scholar
• Staus, N.L., J.H. Falk, W. Penuel, L. Dierking, J. Wyld, and D. Bailey. 2020b. Interested, disinterested, or undecided: Exploring STEM interest pathways in a low-income urban community. EURASIA Journal of Mathematics, Science and Technology Education 16 (6): em1853.
   Google Scholar
• Stocklmayer, S.M., L.J. Rennie, and J.K. Gilbert. 2010. The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education 46 (1): 1–44.
   Web of Science ®Google Scholar
• Traphagen, K., and S. Traill. 2014. How cross-sector collaborations are advancing STEM learning. Technical Report. Los Altos, CA: Noyce Foundation.
   Google Scholar
• Wang, X. 2020. On my own: The challenge and promise of building equitable STEM transfer pathways. Boston: Harvard Education Press.
   Google Scholar