STEM Learning Across Boundaries

January 17th, 2017 | RESEARCH

The goal of this journal—to engage educators from both formal and informal STEM learning settings in areas of mutual activity and interest—involves different forms of “boundary crossing.” We are looking at both research and practice. We are thinking about teaching and learning. We are looking across in-school and out-of-school settings. Although students cross these boundaries every day, we professionals tend to spend a lot of time in just one of them. In each field, we have our own cultural practices—ways of speaking, rules of interaction, tools, and routines.


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Team Members

Bronwyn Bevan, Author, University of Washington


Identifier Type: issn
Identifier: 2475-8779

Publication: Connected Science Learning
Volume: 2

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Audience: Educators | Teachers | Learning Researchers | Museum | ISE Professionals
Discipline: Education and learning science | General STEM
Resource Type: Mass Media Article | Reference Materials
Environment Type: Informal | Formal Connections | K-12 Programs | Professional Development | Conferences | Networks | Professional Development and Workshops

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within are those of the authors and do not necessarily reflect the views of NSF.

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