This paper reviews recent educational initiatives in science, technology, engineering and math (STEM) education in the United States, asking to what extent experiential learning methods are being incorporated into STEM education. We draw on a combination of qualitative and quantitative evidence. The quantitative evidence is from an analysis of the proposal abstracts for all 11,406 of the STEM education and workforce development-related projects funded by NSF grants from the end of 2018 to the beginning of 2022. The qualitative portion of the paper analyzes results from a number of scholarly studies of local initiatives from the last 10 years drawn from a range of published and conference papers, reports and media stories, and project websites, drawn from education research databases, secondary literature, and websites of specific organizations. We seek to classify and describe patterns observed among the projects examined, identifying common patterns and combinations of features. We believe that the paper represents the first comprehensive study of efforts to employ experiential learning methods in STEM education to link formal and informal aspects of learning.

中文翻译：

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通过 STEM 进行体验式学习：美国最近的举措

本文回顾了美国最近在科学、技术、工程和数学 (STEM) 教育领域的教育举措，探讨了体验式学习方法在多大程度上融入了 STEM 教育。我们结合定性和定量证据。定量证据来自对 2018 年底至 2022 年初 NSF 拨款资助的所有 11,406 个 STEM 教育和劳动力发展相关项目的提案摘要的分析。本文的定性部分分析了多项结果过去 10 年对地方举措的学术研究，取自一系列已发表的会议论文、报告和媒体故事以及项目网站，取自教育研究数据库、二手文献和特定组织的网站。我们试图对所检查的项目中观察到的模式进行分类和描述，识别常见模式和特征组合。我们相信，这篇论文代表了第一个关于在 STEM 教育中采用体验式学习方法来连接正式和非正式学习方面的努力的全面研究。