Preventing Learning Loss through Informal Education
It comes as no surprise that learners have been hit with a double-whammy in learning loss these last few years. Summer learning loss, an established phenomenon in which students “lose” some of their content knowledge gains over the summer break between school years, has been compounded by the learning loss of the COVID-19 pandemic. Researchers are putting together the pieces to see just how serious of an effect the pandemic has had.
In the state of Ohio for example, proficiency in state exams for fourth and eighth grade students dipped in 2021. Math scores dropped 15% (fourth grade) and 14% (eighth grade) between 2019 and 2021, while English Language Arts dropped 7% (fourth grade) and 5% (eighth grade).
But all hope is not lost. Informal learning might be the very thing we need at this time to build students’ skills and interests back up. Informal learning references the learning that takes place outside the classroom. It encompasses everything from the clip of a chemistry experiment you saw on Youtube to an overnight program at your natural history museum (hopefully the exhibits didn’t come alive).
Research shows that informal learning can be a strong way to influence students’ interests, attitudes, and abilities in STEM learning.
Liu and Schunn (2018) examined 3,700 sixth and eighth grade students participating in optional science experiences during the school year. The researchers found that home experiences (which could be deemed informal learning) positively impacted science attitudes in the same way that school-related science experiences did. Interestingly, science knowledge in both school and (to a lesser extent) home experiences decreased in students, perhaps indicating the association between knowledge effects and the quality of instruction in science experiences.
This seems to suggest that more investment in informal science learning opportunities (specifically in educator training, program design, and educational materials) may be a good strategy to improve science learning in both formal and informal contexts. Probably no surprise to the educators reading this! Nonetheless, informal learning experiences have been established as an influential way to impact student perceptions of STEM, their own abilities, and their interests in STEM learning.
Of course, benefiting from informal learning experiences depends on the ability of families and students to access them. Many learners live in “STEM deserts” where local opportunities to participate in optional STEM experiences are sparse or non-existent. For others, the cost of participating in a STEM camp or other paid program may be prohibitive, or the challenge of finding transportation to a program may be too great of a barrier.
Luckily, many informal STEM learning providers have taken note of these barriers and have begun to implement more accessible offerings. Columbus’s Center of Science and Industry (COSI) has developed a Learning Lunchbox STEAM kit for students and teachers, families, and community members. Through a partnership with numerous state organizations, COSI developed and distributed 50,000 of the kits for free to underserved youth and families throughout Ohio.
Other STEM learning organizations are providing free or discounted programs at their sites or via new remote learning opportunities. And if that is still too difficult to access? Take heart that informal learning can easily be a part of your everyday life. When you’re experimenting with your blueberry muffin recipe and swapping out the baking powder for baking soda, just to see what happens - that’s informal STEM learning. Or maybe you caught the tail end of the weekly Science Friday radio show while driving to work - that’s also informal learning. Perhaps you downloaded an interesting natural history book from the (free!) Libby app - hello informal learning.
The case is clear. Informal learning is all around us and should be looked to in this time of learning loss to bolster our students and help them regain their interest and abilities in STEM.
References (not linked):
Liu, A. S., & Schunn, C. D. (2018). The effects of school-related and home-related optional science experiences on science attitudes and knowledge. Journal of Educational Psychology, 110(6).
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