“Figuring Out” Experiential Learning in Non-Formal STEM Education: A Case Study

Christal Huber; Rebecca Mott; Jaron VanHouden

doi:10.5032/jae.v67i2.3283

Authors

Christal Huber University of Missouri https://orcid.org/0009-0006-6444-0680
Rebecca Mott University of Missouri https://orcid.org/0000-0002-9135-6955
Jaron VanHouden University of Missouri https://orcid.org/0009-0007-6644-4041

DOI:

https://doi.org/10.5032/jae.v67i2.3283

Keywords:

Experiential Learning, non-formal education, STEM Education, after school programs

Abstract

Non-formal STEM education programs can expose youth to STEM concepts outside the formal school environment. These programs employ techniques such as hands-on learning, problem-solving, and connection to authentic science experiences. Youth participating in non-formal STEM programs are more likely to consider themselves “science people” and pursue STEM degrees and careers. The purpose of this case study was to describe how experiential learning occurs in a non-formal STEM educational program. This study utilized a qualitative single case study design, selecting a FIRST FRC robotics team of youth ages 14-18 as the case of interest. Data was collected through interviews, photo-elicitation, observations, and document analysis. Three main themes emerged that aided in the explanation of how experiential learning occurred: (a) guiding peers through the learning process, (b) figuring it out for themselves, and (c) discovery and application of personal interests and skills. Although many aspects of experiential learning were observed, such as hands-on learning and application of skills, other components, such as reflection, were not as outwardly apparent. These findings provide insight for practitioners who work in STEM education and bring to light a multitude of other questions that remain to be explored.

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