Addressing social issues in informal STEM learning: a review of progress, potential, and gaps

ABSTRACT

This research synthesizes recent literature about the ways the informal learning field is engaging with social issues, with a specific focus on the position of STEM knowledge in those efforts. Through a systematic review of peer-reviewed articles, research reports, and graduate theses, we found many topics highly ranked in public surveys were being addressed with many notable exceptions. Much of the research examined presents social issues isolated from complex, intertwined societal structures, although some emerging efforts did focus on the societal context of social issues. Our analysis suggests a strong role for the field as knowledge brokers for understanding social issues, but also a need to broaden the range of topics and to more deliberately and transparently include the societal context and structural nature of social issues. The review concludes with a call for more cross-disciplinary and cross-sector efforts.

KEYWORDS:

• Informal learning
• social problems
• social change
• research synthesis
• STEM learning
• museum impact

Acknowledgements

This material is based upon work supported by the National Science Foundation under grant number 1906556. Any opinions, findings, conclusions, and recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Deep appreciation to our advisors Joan LaFrance, Tonya Matthews, Stephanie Ratcliffe, Troy Dow Sadler, Marjorie Bequette and Kevin Crowley for their contributions and insights. Thanks also to researchers Rebecca Joy Norlander, Kate Flinner, and Joanna Laursen Brucker at Knology for the expertise they contributed to this work.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kris Morrissey

Kris Morrissey has 20 + years in museum practice and academia including 10 years as Director of the Museology Graduate Program at University of Washington where she taught courses on research, museum practice, and social change. She has supervised master’s and doctoral research at University of Washington and Michigan State University. She is the Founding Editor of the journal Museums & Social Issues and is currently working as an independent researcher and as a Research Fellow at Knology.

John Fraser

John Fraser is a psychologist, architect, and President and CEO of Knology, a past president of the Society for Environment, Population, and Conservation Psychology, Editor of Curator: The Museum Journal, a founding editorial board member for Museums & Social Issues, Series Editor for Springer Nature’s Psychology and Our Planet books, and a Fellow of the American Psychological Association.

Theresa Ball

Theresa Ball holds an MA in Library and Information Science and in Museology from the University of Washington. She was formerly a Research Assistant with Knology. Her research looked at perceptions of museum-community collaborations and explored ways that museums may work towards a more equitable, responsible, and mutually beneficial relationships with community members.