Abstract
This chapter describes research exploring the STEM learning ecology, or the physical, social, and cultural contexts where the US public encounters science, technology, engineering, and math (STEM). It builds on previous research on the settings where structured formal learning occurs, primarily for children and youth. We focus on the role of zoos and aquariums within the ecology to identify how these two types of institutions provide distinct STEM experiences from each other and from others in the learning ecology. For the STEM enterprise, we highlight that the public encounters all four STEM disciplines equally often, dismantling science’s apparent hegemony in research and practice around public engagement. For researchers and practitioners in informal learning, we consider what “STEM learning” means for lay people and how it informs aspects of their personal, social, and professional selves. We end with recommendations for zoo and aquarium leadership to prioritize and support STEM learning by incorporating all STEM disciplines into programming and contributing to field-wide and institutional discourse on advancing public STEM learning. We underscore the potential for democratic participation in STEM through these experiences in myriad settings in their daily lives, regardless of their personal interest or affinity towards the specific disciplines.
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This research was supported by National Science Foundation Grant (#DRK-1612729 & #DRK-1612699). The authors are solely responsible for the content in this publication.
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Gupta, R., Voiklis, J., de la Torre Dwyer, J., Flinner, K., Fraser, J., Thomas, U.G. (2023). What Is the STEM Learning Ecology and Where Do Zoos and Aquariums Fit in It? Insights from National Studies of the Public’s Engagement with Science, Technology, Engineering, and Math. In: Fraser, J., Heimlich, J.E., Riedinger, K. (eds) Zoos and Aquariums in the Public Mind. Psychology and Our Planet. Springer, Cham. https://doi.org/10.1007/978-3-030-84942-9_5
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DOI: https://doi.org/10.1007/978-3-030-84942-9_5
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