Informal Learning and Science Afterschool (ILSA) survey data

Although there is a significant literature documenting the strength of informal science experiences in controlled or specialized settings, such as museums and science-focused youth programs it is not yet clear how best to regularly provide such opportunities in typical after-school programs--ones not established or specifically supported to test or implement grant-funded curricula or STEM approaches under specialized conditions. What's more, the majority of the 6.5 million children enrolled in after-school programs participate in typical programs. This study addressed this gap in the literature by investigating what characteristics define effective informal science learning in typical after-school programs and the infrastructure required to support these characteristics at scale. To examine these questions, this study builds on existing frameworks for understanding features of informal science learning and a range of student outcomes. Informed by these frameworks, a model was created to hypothesize core program components (curriculum, staffing, support structures) essential to realizing effective informal learning environments and opportunities. These three frameworks provide a basis for exploring how best to support informal science learning in typical after-school programs.