Engaging students in STEM with non-traditional educational programmes: Bridging the gaps between experts and learners

Aligned with the Reasoned ActionModel (Fishbein and Ajzen in Predicting and changing behaviour: The reasoned action approach. Taylor & Francis, New York, 2010), the intention to engage in any behaviour (for example, STEM learning) is influenced by the individual’s attitudes, societal norms or cues, and perceived control over the behaviour (that is, self-efficacy). Situated cognition theory (Putnam and Borko in Educ Res 29(1):4-15, 2000) adds that physical contexts and social elements are critical to the learning process and eventual knowledge and skill bases. Our chapter draws on these two theoretical frameworks to present theoretical models and supporting empirical evidence that demonstrate the success of place-based educational programmes (for example, museums, national parks) have demonstrated in promoting student interest, value, and aspiration toward pursuing STEM disciplines (Martin et al in J Res Sci Teach 53(9):1364-1384, 2016). Our work, informed by many others in the discipline, has led to the adoption of a model demonstrating that there are progressively more significant levels of return based on the depth-ofengagement that can be identified for the learners. That is, while virtual experiences show positive outcomes, repeated in-person connections with experts and placebased learning experiences lead to the greatest degree of gains in promoting STEM engagement, interest, attitudes, and achievement.