SySTEM 2020 examined individual learning ecologies by piloting self-evaluation tools for learners which documents science learning outside of the classroom

SySTEM 2020 focused on science learning outside the classroom, mapping the field across Europe, evaluating a number of transdisciplinary programmes to design best principles for educators in this field, and also examining individual learning ecologies by piloting self-evaluation tools for learners which documents science learning outside of the classroom. This study maped practices in 19 EU countries, including in-depth studies in 8 of these countries, covering learners between 9 - 20 years from various backgrounds including those from geographically remote, socio-economically disadvantaged, minority and/or migrant communities.

While a number of transdisciplinary out-of-school programmes were in operation across Europe, particularly in the makerspaces, there was not a strong foundation of research-based evidence to guide the design, implementation, and evaluation of transdisciplinary programs — in which STEM skills were embedded as tools for meaningful participation — or how such approaches relate to long-term outcomes. Some exceptions include EU Kids Online.

This element of SySTEM 2020 built on the work and experience of the participating partners. Transdisciplinary, equity-oriented non-formal learning programmes was able to provide supportive social contexts in which STEM concepts and practices were taken up as the means for meaningful participation in valued activities, building students’ STEM skills in ways that was able to propel their future academic, career, and lifelong learning choices. SySTEM 2020 built the knowledge base about these emerging 21st century transdisciplinary approaches to broadening participation investigating:

• The epistemic intersections across a range of disciplines (art, science, computation, design) that operate to broaden appeal and meaningful participation for underrepresented youth;
• How transdisciplinary activities undertaken in the context of consequential learning (e.g., producing a radio segment, designing an exhibition for the general public) can illuminate the relevance of STEM to young people’s lives, concerns, and futures;
• How participation in such programs can propel students’ longer-term life choices and STEM learning trajectories.

Team:

• Dr. Christian Voigt (project leader)
• Magª. Elisabeth Koller
• Dr. Mag.ª Stefanie Konzett-Smoliner
• Lisa Mo Seebacher, MSc BA
• Dr. Johannes Simon
• Dr.in Mag.a Irina Vana
• Juliet Tschank, M.A.

Section: Technology and Knowledge

Partners:

• Aalto korkeakoulusäätiö SR
• Ars Electronica Linz
• Association Europeenne des Expositions Scientifiques, Techniques et Industrielles
• Association Europeenne des Expositions Scientifiques, Techniques et Industrielles
• Center for the Promotion of Science
• COC Office AS
• Fondazione Museo Nazionale della Scienza e della Tecnologia Leonardo da Vinci
• Latra EE
• Stichting Wageningen Research
• Zavod za Kulturo, Umetnost in Izobrazevanje Kersnikova
• Trinity College Dublin (Coordinator)

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Related Articles:

• News: Become A Part of the SySTEM 2020 Map!

Tags: education, scientific networks, technology enhanced learning