Exploring provider perspectives of the STEM club landscape: findings from one Australian state

Article

Fitzgerald, Angela, Davis, Kate, Leach, Tania, Martin, Neil, Dunlop, Shelley and Bradbury, Ondine Jayne. 2024. "Exploring provider perspectives of the STEM club landscape: findings from one Australian state." International Journal of Science Education, Part B: Communication and Public Engagement. https://doi.org/10.1080/21548455.2024.2375010

Article Title	Exploring provider perspectives of the STEM club landscape: findings from one Australian state
ERA Journal ID	200811
Article Category	Article
Authors	Fitzgerald, Angela, Davis, Kate, Leach, Tania, Martin, Neil, Dunlop, Shelley and Bradbury, Ondine Jayne
Journal Title	International Journal of Science Education, Part B: Communication and Public Engagement
Number of Pages	15
Year	2024
Publisher	Taylor & Francis
Place of Publication	United Kingdom
ISSN	2154-8455
	2154-8463
Digital Object Identifier (DOI)	https://doi.org/10.1080/21548455.2024.2375010
Web Address (URL)	https://www.tandfonline.com/doi/full/10.1080/21548455.2024.2375010
Abstract	STEM clubs, often located in extracurricular settings, are designed to promote engagement and enjoyment of STEM-related topics and concepts. Given the current policy landscape, a closer examination of STEM clubs is warranted. This paper explores the opportunities and challenges presented by these programs by drawing on interviews with nine STEM club providers in Queensland, a state in north-eastern Australia. The study aims to elucidate the key elements perceived to contribute to the effectiveness and success of STEM clubs, whether school-based, library-based, or run by private businesses for profit. Through inductive thematic analysis, three prominent themes emerged: visioning, pedagogical design and intent, and facilitation. The analysis reveals that Queensland's STEM club context presents significant opportunities for authentic STEM learning and teaching, however, it also identifies challenges to be addressed, including recruiting facilitators who possess expertise in STEM knowledge and skills, possess the necessary confidence and ability to design and implement STEM activities, while also being able to engage and connect with student participants effectively. The findings have implications for STEM-related activities in other informal learning environments.
Keywords	STEM education STEM pedagogies; Informal learning; STEM pedagogies
Contains Sensitive Content	Does not contain sensitive content
ANZSRC Field of Research 2020	390113. Science, technology and engineering curriculum and pedagogy
Byline Affiliations	Royal Melbourne Institute of Technology (RMIT)
	Council of Australian University Librarians (CAUL), Australia
	School of Education
	Institute for Resilient Regions
	Queensland Museum Network, Australia
	Swinburne University of Technology

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