In the first part of the project, the aim was to get a better understanding of the nature of iSTEM activities. An inventory of existing iSTEM activities was made which showed insight into the approaches that organisations in Europe are taking to engage with visitors and attract their interest. In addition, based on interviews with 219 stakeholders (activity providers, school teachers, and visitors and participants of iSTEM activities) from 20 different countries, 14 different types of iSTEM activities were identified, each with their own design characteristics and success criteria. These activity types and corresponding design characteristics and success criteria were represented in three matrices, one for each learning context in which iSTEM activities take place (i.e. designed environments, outreach programmes, and media- and technology products).
In the second part of the project, the effects of iSTEM activities were investigated. In total, 18 case studies representing different contexts and activity types, targeting different audiences, covering different STEM domain areas and taking place in different countries, were selected for in-depth research. Instruments to assess science proficiency in different research perspectives were developed and selected. Moreover, a Digital Toolbox, including the Science Chaser app, was designed to enhance people’s learning experiences and to collect data from them. Results show that informal science activities indeed contribute to the development of people’s science proficiency. Outreach programmes, such as afterschool science clubs, as well as designed environments, such as museum and zoos, positively influence the six strands to a moderate or even high extent. Outreach programmes appear to have a larger influence than designed environments, especially on the competency of using the tools and language of science. Moreover, relations between specific design features and the development of specific competencies of science proficiency were found; for example, activities that involved authentic experiences or in which visitors could interact with real scientists, increased people’s science identity. Finally, our research shows that thematically connected activities from multiple learning contexts, formal as well as informal, that are combined into a learning pathway, are effective for science education with a large and balanced impact on all strands.
Based on the results, three exploitable products have been developed:
1. The Science Booster. This app can be used by science organisations to design new iSTEM activities, based on desired learning outcomes; to receive targeted input on existing iSTEM activities; and to become more aware of the impact that their activities have on different target groups. The Science Booster can be accessed via the following link:
https://run.surroundedby.science/booster(odnośnik otworzy się w nowym oknie).
2. The Science Chaser. This app can enrich and extend people’s learning experiences; collect user data to receive a more in-depth understanding about the users, their interests and engagement in science-related activities; and provide recommendations for future iSTEM activities. The Science Chaser can be accessed via the following link:
https://run.surroundedby.science/chaser(odnośnik otworzy się w nowym oknie).
3. The roadmap for designing effective iSTEM activities. The accreditation and certification system recommendations proposed by the project can be used by education institutions to accredit and certify science learning activities that originate outside the school science system. The roadmap is presented in deliverable D6.4 of the project.
