Organized Out-of-School STEM Education

Topic Information

Dear Colleagues,

This Topic offers a forum for researchers investigating organized out-of-school STEM education for K-12 students. Examples of organized out-of-school education initiatives include after-school programs; workshops and field trips; visits to science museums, science centers, and planetariums; competitions and fairs; and online courses and programs. They are typically designed to enhance students’ learning experiences and interest in STEM through hands-on, interactive, and experiential learning. However, we are open to broad definitions of out-of-school STEM education and various pedagogical foci. We welcome research, particularly – but not exclusively – in the following areas:

1. Effectiveness and impact
• How does participation in organized out-of-school STEM education affect students’ interest, achievement, and other outcomes?
• Can long-term effects (e.g., on participants’ course and occupational choices or career paths) be observed?
2. Participation
• What factors affect students’ access to and participation in organized out-of-school STEM education?
• Are there differences in participation in organized out-of-school STEM education, e.g., regarding gender, ethnicity, disabled people, or socioeconomic status, and why is this the case?
3. Educational concepts and didactics
• What features of organized out-of-school STEM offerings most effectively promote student interest and skills?
• How do different teaching methods and strategies in organized out-of-school STEM education affect student learning and motivation?
4. Cooperation
• How do collaborations with institutions (schools, universities, businesses, non-profit organizations) affect the quality and reach of organized out-of-school STEM education initiatives?
• What role does informal (parents, peers, neighborhood, etc.) out-of-school support play in organized out-of-school STEM education?
5. Technology
• What roles do digital technologies and online platforms play in providing organized out-of-school STEM education?
• How can new technologies and innovative approaches improve organized out-of-school STEM offerings and make them more accessible?
6. Evaluation
• What are the best methods and tools for evaluating the effectiveness of organized out-of-school STEM education?
• How can the effectiveness and impact of organized out-of-school STEM education be measured and documented in the long term?

We hope to receive qualitative, quantitative, and mixed-method studies from researchers working in disciplines such as education, sociology, or psychology. Based on their findings, we would like them to provide practical implications and recommendations for designing organized out-of-school STEM offerings. Though theoretical papers, particularly review papers, are welcome, purely descriptive papers will not be accepted.

Prof. Dr. Heidrun Stoeger
Prof. Dr. Martin Storksdieck
Prof. Dr. Albert Ziegler
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Adolescents adolescents	1.7	1.7	2021	42.3 Days	CHF 1200
Education Sciences education	3.5	6.2	2011	24.8 Days	CHF 2000
Encyclopedia encyclopedia	-	10.1	2021	25.3 Days	CHF 1200
Social Sciences socsci	2.0	3.5	2012	30.3 Days	CHF 1800
Societies societies	2.2	3.8	2011	29.7 Days	CHF 1600

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Published Papers (11 papers)

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18 pages, 514 KB  

Open AccessEssay

Designing Resilient STEM Trajectories: An Ecological Framework for Sustained Participation

by Albert Ziegler and Heidrun Stoeger

Educ. Sci. 2026, 16(5), 790; https://doi.org/10.3390/educsci16050790 - 18 May 2026

Viewed by 406

Abstract

STEM learning unfolds over many years. It is shaped by changing contexts, transitions, and occasional breaks. However, much of the existing work still focuses on single stages or isolated factors. This article introduces the E³ Framework. Its purpose is to provide a [...] Read more.

STEM learning unfolds over many years. It is shaped by changing contexts, transitions, and occasional breaks. However, much of the existing work still focuses on single stages or isolated factors. This article introduces the E³ Framework. Its purpose is to provide a language for examining why some STEM trajectories endure, why others fade, and what kinds of ecological alignment allow learning to remain viable in the flow of real life. Based on a systemic approach, we aim to explain how STEM participation is preserved over time. This framework describes stability as the result of interactions among three ecological domains: resources, regulation, and time. We identify five key functions—robustness, regulatory re-alignment, renewal, informational persistence, and environmental fit. These functions show how engagement holds steady or recovers as circumstances shift. The E³ Framework offers a way to analyze how supports, feedback loops, and time-related structures either come together or fall apart. We provide simple design guidelines and matrices to show how educators and policymakers can better support STEM trajectories. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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23 pages, 721 KB  

Open AccessArticle

Empowering Latine Adolescents Through Culturally Responsive Practices in an After-School Math Enrichment Activity

by Taylor Michelle Wycoff, Guadalupe Rosas, Alessandra Pantano and Sandra D. Simpkins

Educ. Sci. 2026, 16(5), 777; https://doi.org/10.3390/educsci16050777 - 14 May 2026

Viewed by 370

Abstract

Organized after-school activities can play a vital role in supporting historically marginalized youth in science, technology, engineering, and mathematics (STEM), yet less is known about how culturally responsive practices—which are practices that integrate youths’ cultural backgrounds and lived experiences into learning—are enacted in [...] Read more.

Organized after-school activities can play a vital role in supporting historically marginalized youth in science, technology, engineering, and mathematics (STEM), yet less is known about how culturally responsive practices—which are practices that integrate youths’ cultural backgrounds and lived experiences into learning—are enacted in math-focused learning spaces. Drawing on empowerment theory and critical youth empowerment frameworks, this qualitative study examines how culturally responsive practices foster empowerment among middle school students participating in a university-based after-school math enrichment program. Ninety-two students (M_age = 12.26 years; 47% girls; 86% Latine) from three under-resourced schools in Southern California participated in semi-structured interviews about moments when they felt empowered and what contributed to those experiences. Thematic analysis revealed that all four domains of culturally responsive practices helped promote empowerment: structured opportunities for contribution and leadership, caring relationships, cultural affirmation, and efforts to make real-world connections. In particular, students most frequently described structured opportunities for contribution and leadership, practices that centered their knowledge and voices, and relational climates characterized by care and high expectations. The findings suggest that in after-school STEM contexts, empowerment does not arise as an isolated individual trait but is part of a relational and context-dependent process that is supported by culturally responsive practices. These findings highlight how intentional, culturally responsive program design can advance both youth empowerment and equity-oriented STEM education. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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21 pages, 406 KB  

Open AccessArticle

What Happens During School Class Visits to Out-of-School Learning Environments? A Multi-Method Approach to Measure Engagement

by Stephanie Moser, Katrin Neubauer and Doris Lewalter

Educ. Sci. 2026, 16(3), 486; https://doi.org/10.3390/educsci16030486 - 20 Mar 2026

Viewed by 368

Abstract

Engagement is essential in informal learning contexts, as it fosters meaningful learning, personal relevance, and sustained motivation. However, engagement is a complex construct that requires diverse methodological approaches for accurate assessment. This study empirically examines a multi-method approach, combining questionnaires, log file analyses, [...] Read more.

Engagement is essential in informal learning contexts, as it fosters meaningful learning, personal relevance, and sustained motivation. However, engagement is a complex construct that requires diverse methodological approaches for accurate assessment. This study empirically examines a multi-method approach, combining questionnaires, log file analyses, and observations, in the context of a tablet-based educational program developed for an exhibition on mobility and traffic. A total of 307 tenth-grade students from 21 classes at twelve state high schools participated in self-regulated learning activities during the museum visit. Findings reveal that each method offers distinct insights: questionnaires capture students’ self-reported engagement, log files track behavioral patterns, and observations provide qualitative evidence of interaction quality. Each method provides valuable, specific insights into student engagement. Thus, integrating multiple approaches yields a more comprehensive understanding of engagement. These results underscore the importance of methodological pluralism and critical reflection when interpreting research findings from different methodological sources in informal learning environments. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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18 pages, 1332 KB  

Open AccessArticle

“Dear Math, I’m Not a Fan of You”: Shifting Middle School Girls’ Perceptions of Mathematics

by Claudia Bertolone-Smith, Lynda R. Wiest and Heather Glynn Crawford-Ferre

Educ. Sci. 2026, 16(2), 308; https://doi.org/10.3390/educsci16020308 - 13 Feb 2026

Viewed by 1077

Abstract

Girls can develop poor perceptions of mathematics and themselves as doers of mathematics relatively early in their schooling. Strengthening their content knowledge and attitudes toward mathematics can improve their participation in voluntary math-related pursuits, including careers. The purpose of this research was thus [...] Read more.

Girls can develop poor perceptions of mathematics and themselves as doers of mathematics relatively early in their schooling. Strengthening their content knowledge and attitudes toward mathematics can improve their participation in voluntary math-related pursuits, including careers. The purpose of this research was thus to investigate the role of one potential support strategy: a one-week residential summer mathematics program for middle school girls. We examined 48 girls’ pre- and post-perceptions of mathematics while attending such a program. At the program’s beginning and end, the girls wrote a brief “Dear Math” letter to share their perceptions of and relationship to mathematics, and they were asked to draw and explain a picture of themselves doing mathematics. Participant data were analyzed into themes, and program beginning and end data were compared for evidence of change. The data showed favorable movement, particularly in viewing mathematics as a more collaborative and less procedural endeavor than participants previously thought. The program’s atmosphere and approaches were deemed integral to the outcomes achieved, some of which were unique to out-of-school-time programs and some of which might be applied to formal schooling. Implications for pedagogy, research, and out-of-school time programs are discussed. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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24 pages, 1637 KB  

Open AccessArticle

Science Beyond School: Exploring Students’ Understanding of Science Through a Citizen Science Project on Micrometeorites

by Alexandra Moormann, Aria Tilove, Dominik Dieter, Andrea Miedtank and Lutz Hecht

Educ. Sci. 2026, 16(2), 291; https://doi.org/10.3390/educsci16020291 - 11 Feb 2026

Viewed by 982

Abstract

While fostering an informed understanding of science is a key educational aim, students often hold simplified, fact-based views of science due to limitations in traditional pedagogy, materials, and resources. Out-of-school learning environments, such as natural history museums (NHMs) and citizen science projects, offer [...] Read more.

While fostering an informed understanding of science is a key educational aim, students often hold simplified, fact-based views of science due to limitations in traditional pedagogy, materials, and resources. Out-of-school learning environments, such as natural history museums (NHMs) and citizen science projects, offer opportunities to deepen scientific understanding by providing authentic insights into scientific work. This study examines how participation in a short-term citizen science project on micrometeorites, conducted in collaboration with a NHM, contributes to students’ understanding of science. Two cohorts of 10th-grade students in an elective STEM course combined classroom learning with museum-based lab experiences to identify and analyze real micrometeorites. Qualitative interviews with students and their teacher revealed that participants gained insight into real scientific work, viewed science as a participatory process, and benefited from self-directed, hands-on learning, including innovative remote access to research instruments. The teacher also emphasized access to lab equipment and authentic research as key benefits, but noted organizational and structural challenges to its implementation, as well as format-specific considerations. The findings highlight the value of school–museum collaboration for promoting citizen science approaches for young people and call for greater institutional support to enable such initiatives more frequently and at a larger scale. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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28 pages, 360 KB  

Open AccessArticle

Outdoor Natural Science and Biology Education in Lower Secondary Schools: Teachers’ Practices and Perceived Obstacles

by Andreja Špernjak, Brina Lukež and Katja Stanič

Educ. Sci. 2026, 16(2), 232; https://doi.org/10.3390/educsci16020232 - 3 Feb 2026

Cited by 1 | Viewed by 967

Abstract

Outdoor education (OE) represents an established approach to connecting learning with real-world contexts and supporting sustainability-related competencies. The aim of this study was to examine how Slovenian lower secondary natural science and biology teachers perceive and implement OE, as well as which factors [...] Read more.

Outdoor education (OE) represents an established approach to connecting learning with real-world contexts and supporting sustainability-related competencies. The aim of this study was to examine how Slovenian lower secondary natural science and biology teachers perceive and implement OE, as well as which factors influence its use in school practice. In Slovenia, natural science is taught as an integrated subject in grades 6–7, while biology is taught as a separate subject from grade 8 onwards; this study therefore included teachers from both instructional contexts. Data were collected using an online questionnaire completed by 108 teachers and analysed using descriptive statistics, correlations analyses, and Principal Component Analysis (PCA). The results indicate that teachers generally perceive OE as highly beneficial for students, particularly regarding engagement, experiential learning, and environmental awareness, but report obstacles such as limited time, curriculum overload, and large class sizes. These findings provide empirical insight into the gap between curricular intension and classroom practice and may inform policy measures and teacher education programmes aimed at strengthening the systematic integration of OE in Slovenian science teaching. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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27 pages, 978 KB  

Open AccessArticle

From “Showing Up” to “Taking the Mic”: A Developmental Approach to Measuring and Improving Family Engagement in STEM

by Patricia J. Allen and Gil G. Noam

Educ. Sci. 2025, 15(12), 1669; https://doi.org/10.3390/educsci15121669 - 11 Dec 2025

Viewed by 804

Abstract

Out-of-school time (OST) STEM programs are well-positioned to strengthen family engagement, yet practical, theory-aligned tools remain limited. This early-stage mixed-methods study tests parent/caregiver (P/C) and staff (S) surveys based on Clover for Families developmental theory expressed through the CARE framework: Connect (welcoming climate, [...] Read more.

Out-of-school time (OST) STEM programs are well-positioned to strengthen family engagement, yet practical, theory-aligned tools remain limited. This early-stage mixed-methods study tests parent/caregiver (P/C) and staff (S) surveys based on Clover for Families developmental theory expressed through the CARE framework: Connect (welcoming climate, clear communication), Act (hands-on participation, at-home supports), Reflect (shared meaning-making, feedback), and Empower (family voice, decision-making). Nine OST STEM programs (eight U.S. states) co-designed/piloted CARE plans, activities, and surveys over six months. Quantitative data included baseline experiences (CARE practice frequency; n = 67 P/C, 42 S across nine programs), program-end reflection (retrospective perceptions of change; n = 26 P/C, 29 S), and forced-ranking (most/least important domains; n = 67 P/C, 42 S). Qualitative data from meetings, open responses, and interviews were analyzed to contextualize quantitative findings, which included strong internal consistency (P/C α = 0.83–0.95; S α = 0.77–0.95) and large retrospective gains in both groups across domains. Forced-ranking elevated Connect and Act over Reflect and Empower, highlighting a need to scaffold family involvement. Staff described CARE as useful and actionable. Findings show that CARE supports measurement and continuous improvement of STEM family engagement. Future work should test large-sample validity, link results to observed practice and youth outcomes, and refine Empowerment-related items for everyday agency. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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24 pages, 696 KB  

Open AccessReview

Mapping Collaborations in STEM Education: A Scoping Review and Typology of In-School–Out-of-School Partnerships

by Albert Ziegler, Maryam Shiani, Diana Wengler and Heidrun Stoeger

Educ. Sci. 2025, 15(11), 1513; https://doi.org/10.3390/educsci15111513 - 10 Nov 2025

Cited by 1 | Viewed by 1865

Abstract

In-school–out-of-school collaborations are increasingly recognized as a key mechanism for enriching STEM education. Guided by conceptual frameworks on boundary crossing and STEM learning ecologies, this scoping review maps and synthesizes findings from 470 studies and 469 programs published between 2014 and 2024, focusing [...] Read more.

In-school–out-of-school collaborations are increasingly recognized as a key mechanism for enriching STEM education. Guided by conceptual frameworks on boundary crossing and STEM learning ecologies, this scoping review maps and synthesizes findings from 470 studies and 469 programs published between 2014 and 2024, focusing on how such partnerships are reported, structured, and distributed across educational contexts. Approximately 73% of the programs reported some form of collaboration, although often in general terms. The most common forms included shared infrastructure, recruitment coordination, and personnel involvement. More pedagogically grounded forms, such as curricular alignment and co-development of instruction, were rarely described. Collaboration patterns varied across program types, durations, subject areas, and participant target groups. A typology of seven collaboration categories was developed to organize the findings. Notable gaps include the near-total absence of collaboration in medicine-related programs and the underrepresentation of research from low- and middle-income countries. Although collaboration is frequently mentioned, it is seldom described in enough detail to support systematic analysis or theoretical insight. The review recommends more precise definitions, stronger reporting practices, and enhanced theoretical engagement with collaboration as a pedagogical and systemic component of STEM education. The proposed typology provides a foundation for more coherent future research and comparative studies. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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13 pages, 271 KB  

Open AccessArticle

Gamifying Renewable Energy: Enhancing Pre-University Students’ Knowledge and Attitudes Toward Science and Technology

by Iciar Pablo-Lerchundi, Susana Sastre-Merino, Jose Miguel Riquelme-Dominguez, Kumar Mahtani and Hugo Mendonça

Educ. Sci. 2025, 15(11), 1500; https://doi.org/10.3390/educsci15111500 - 6 Nov 2025

Cited by 1 | Viewed by 1140

Abstract

Science and Technology (S&T) education is fundamental for advancing sustainability and preparing new generations to face global challenges. However, there is growing concern about the decline in interest and positive attitudes of pre-university students towards S&T and STEM fields, which affects the future [...] Read more.

Science and Technology (S&T) education is fundamental for advancing sustainability and preparing new generations to face global challenges. However, there is growing concern about the decline in interest and positive attitudes of pre-university students towards S&T and STEM fields, which affects the future workforce and the ability to address complex problems such as energy transition. Research highlights the importance of early interventions and innovative teaching methods to sustain motivation and foster positive attitudes towards S&T and STEM fields. Among these, gamified learning strategies, such as escape rooms, have emerged as promising tools for making S&T education more engaging and accessible. This study investigates whether such approaches can enhance knowledge in renewable energy and attitudes towards S&T in pre-university students. A total of 101 secondary education students participated in a gamified escape room on renewable energy, followed by pre- and post-intervention surveys assessing knowledge and attitudes towards S&T. Responses from 96 students were analyzed using non-parametric statistical tests. The activity improved students’ knowledge of renewable energy but did not lead to measurable changes in their attitudes towards S&T, suggesting that one-time interventions may raise awareness but are insufficient to shift perceptions; therefore, sustained and immersive educational strategies are needed to foster lasting engagement with STEM fields. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

21 pages, 320 KB  

Open AccessArticle

The Impact of a Science Center Student Lab Project on Subject Attitudes Toward STEM Subjects and Career Choices in STEM Fields

by Anikó Makkos, Boglárka Boldizsár, Szabolcs Rákosi and Zoltán Csizmadia

Educ. Sci. 2025, 15(9), 1086; https://doi.org/10.3390/educsci15091086 - 22 Aug 2025

Cited by 1 | Viewed by 2322

Abstract

This research examines the impact of the project ‘Development of Science Experiential Education Programs and Science Experiential Centres’, implemented by the Mobilis Science Center in Győr between 2017 and 2021. The professional and societal relevance of the program and research lies in the [...] Read more.

This research examines the impact of the project ‘Development of Science Experiential Education Programs and Science Experiential Centres’, implemented by the Mobilis Science Center in Győr between 2017 and 2021. The professional and societal relevance of the program and research lies in the growing importance of STEM disciplines and careers worldwide in recent decades, ensuring a long-term supply of skilled workers. A vital tool for this is the development of curricula that meet the needs of the 21st century, as well as the innovation of teaching methods in science subjects. The research involves a review of the literature on experiential science teaching and subject attitudes, the role of science centers, and relevant project documents. The present research, involving 592 students, focused on attitudes toward technology and science, openness to STEM careers, and the experiences and memories of participants in the student lab theme days. The results of the statistical data analyses confirm the effectiveness of the experiential education methods used in the theme day sessions, as the students’ openness to STEM careers is higher for those who participated in the sessions compared to the non-participants. There are significant differences in the attitudes of girls and boys participating in the program toward science subjects. The results suggest that the success in stimulating interest in science was mainly due to the experiential nature of the sessions. Moreover, the research found that the project led to the strengthening of the participants’ personal and social skills. This study is the first to look at the impact of the project. The results shed light on how teaching STEM subjects using experiential pedagogical methods can contribute to the long-term effectiveness of Széchenyi István University’s enrollment efforts and lead to the economic success of companies in a region facing a significant labor shortage in STEM careers. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

20 pages, 757 KB  

Open AccessArticle

STEM “On-the-Job”: The Role of Summer Youth Employment Programs in the STEM Learning Ecosystem

by Thomas Akiva, Lori Delale-O’Connor and Emily Thurston

Educ. Sci. 2025, 15(8), 1061; https://doi.org/10.3390/educsci15081061 - 19 Aug 2025

Viewed by 1937

Abstract

Summer Youth Employment Programs (SYEPs) operate in most major U.S. cities and are known to build social–emotional and job skills in youth while reducing crime. Integrating STEM learning and summer employment offers a promising way to increase youth engagement in STEM—and allow leaders [...] Read more.

Summer Youth Employment Programs (SYEPs) operate in most major U.S. cities and are known to build social–emotional and job skills in youth while reducing crime. Integrating STEM learning and summer employment offers a promising way to increase youth engagement in STEM—and allow leaders to access funding not typically used for education. Using a connected learning framework, we examined how STEM-focused SYEPs support STEM pathways, the practices they implement, and their connections with schools. Our study explored 10 diverse STEM programs (e.g., robotics, renewable energy, coding) within a citywide employment initiative in summer 2015. Through 22 staff interviews and focus groups with 59 youth, we found that these programs provided meaningful and engaging STEM experiences. They combined interest-driven exploration with hands-on, real-world learning in supportive environments. Many included mentors from groups underrepresented in STEM fields. While collaboration with schools was generally limited to recruitment and shared facilities, opportunities for deeper partnerships were evident. Our findings led to a list of ten promising practices for STEM-focused SYEPs. This study underscores the importance of lifelong, lifewide, and connected approaches to STEM learning through summer employment initiatives. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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