Making A Stronger Case For Bridging STEM Learning
A new report compares expert and public thinking about bridging STEM learning and offers advocates strategic advice to overcome challenges in public thinking.
Where are kids learning about science, technology, engineering, and math (STEM)? Ask Americans that question, and you’ll likely hear about two places–home and school–but not others, such as libraries, museums, daycare, afterschool programs, and summer camps. Nor will you hear about the need to connect—or “bridge”—the STEM learning that takes place across formal and informal learning environments.
These are among the findings in a new report by the FrameWorks Institute about public attitudes and beliefs about “bridging” STEM learning. The report aims to help advocates make a stronger case for bridging STEM learning across settings. It compares expert and public thinking about this issue and offers advocates strategic advice to overcome challenges in public thinking. The report was supported by the Oath Foundation, the Heising-Simons Foundation, and the Bezos Family Foundation, and is part of the Families Learning Across Boundaries (FamLAB) project, which is led by the Joan Ganz Cooney Center in partnership with the FrameWorks Institute, New York University, and Stanford University.