Project Description:
Need: Informal learning experiences in science, technology, engineering, and
math (STEM) can enhance STEM learning that occurs in formal educational settings
and curricula as well as generate enthusiasm for considering STEM careers. The aim
of this systematic review is to focus on the experiences of neurodiverse students in
informal STEM learning. Neurodiversity is a subgroup of neurodevelopmental
conditions, such as autism, attention deficit disorder, dyslexia, dyspraxia, and other
neurological conditions. The neurodiversity movement regards these conditions as
natural forms of human variation, as opposed to dysfunction, and recognizes that
neurodiverse individuals possess many strengths relevant to STEM fields.
Overall Goals and Objectives: The authors will systematically search electronic databases for relevant
research and evaluation articles addressing informal STEM learning for K-12 children
and youth with neurodiverse conditions.
Unusual Features: Data synthesis will include meta-analysis and meta-synthesis techniques, depending
on the quantitative, qualitative, or mixed methods designs of the studies.
Expected benefits: The synthesis of the findings resulting from various research and
evaluation designs, across the K-12 age span, and across various informal STEM
learning contexts, will lead to depth and breadth of understanding of ways to improve
informal STEM learning programs for neurodiverse children and youth. The
identification of informal STEM learning program components and contexts shown to
yield positive results will provide specific recommendations for improving
inclusiveness, accessibility, and STEM learning for neurodiverse children and youth.
Keyword(s):
Disability, Neurodiverse, STEM, informal learning
