A New Dimension in Understanding STEM Identity: The Role of Formal and Informal Science Learning in High School
The evolution of science education has long been a subject of intense scholarly inquiry, yet new insights emerge as researchers delve deeper into the nuanced impacts of different learning environments on student trajectories. In a groundbreaking study published in the International Journal of STEM Education, Sonnert, Reid, and Sunbury (2025) unravel the complex interplay between formal and informal science learning experiences during high school and their profound influence on shaping students’ career interests and STEM identity. This research offers an eye-opening perspective on how the educational experiences inside and outside the classroom combine to steer young minds toward STEM fields, addressing a critical puzzle in educational psychology and policy.
The study distinguishes two types of science learning environments: formal and informal. Formal learning encapsulates structured, curriculum-based education typically delivered in classrooms with defined syllabi and assessment benchmarks. Informal learning, in contrast, is characterized by unstructured, experiential, often voluntary activities such as science clubs, museums visits, science fairs, and online explorations. By dissecting these frameworks, the researchers provide a detailed analysis of how each dimension contributes uniquely and jointly to the formation of STEM identity—a construct reflecting a student’s self-perception as a participant and future professional in STEM disciplines.
One remarkable feature of this research lies in its methodological rigor, employing comprehensive survey data collected from high school students coupled with longitudinal tracking of their evolving academic interests and STEM self-concepts. The empirical data facilitate a sophisticated statistical modeling approach, revealing latent variables that mediate the relationship between learning experiences and students’ aspirations. This quantitative backbone lends the study a robust scientific weight and decisively bolsters its conclusions about the causal influence of science learning contexts.
Intriguingly, the findings suggest that informal science experiences wield a disproportionately positive effect on nurturing STEM identity when compared to formal education alone. Students engaged in after-school science clubs, citizen science projects, or informal mentorship programs demonstrated significantly higher interest in pursuing STEM careers. This underscores the motivational power of curiosity-driven, self-directed learning opportunities which cultivate ownership and personal connection to scientific inquiry, often absent in conventional classroom settings.
Another critical insight pertains to the interaction between formal and informal learning modalities. The researchers note a synergistic effect where students who benefit from quality classroom instruction and simultaneously participate in informal science activities exhibit the strongest STEM identities. This suggests that the educational system must not only enhance classroom teaching but also create ample avenues for extracurricular and community-based science engagement to maximize impact on students’ development.
The paper also examines demographic variables influencing the accessibility and effectiveness of both formal and informal science learning. It articulates disparities tied to socioeconomic status, gender, and ethnicity, highlighting that marginalized students often have limited exposure to informal learning environments, thus missing out on vital opportunities that bolster STEM identification. Addressing these structural inequities is paramount for creating a more inclusive STEM pipeline.
Importantly, the research doesn’t shy away from exploring the psychological mechanisms at play. It posits that informal science experiences contribute to self-efficacy, a key motivational factor, by enabling students to experience success and mastery in tangible, hands-on contexts. These positive experiences reinforce beliefs in one’s capabilities, fueling continued engagement and aspiration towards STEM careers. This aligns with social cognitive theory, situating self-efficacy as a central variable.
The study’s implications stretch beyond academic theory into actionable policy recommendations. It calls for educators, curriculum designers, and policymakers to rethink resource allocation within schools and communities to foster vibrant informal science ecosystems. Investment in after-school programs, partnerships with museums and science centers, and support for science outreach initiatives can create dynamic learning environments that resonate with diverse learners.
Moreover, teacher training programs must incorporate strategies that encourage and facilitate informal science learning, equipping educators to bridge formal instruction with extracurricular experiences effectively. The research highlights how teachers who actively promote and integrate informal science opportunities can amplify their students’ STEM identity development and career interest.
From a technological perspective, the proliferation of digital science platforms and online learning communities represents a beacon of hope for expanding informal science access, especially for underserved populations. The study discusses how virtual labs, interactive simulations, and citizen science websites can democratize participation and create inclusive, engaging science experiences beyond geographical and institutional constraints.
While the research acknowledges the critical role of informal science learning, it also cautions against undervaluing the foundational importance of high-quality formal science education. Robust curricula, skilled teaching, and effective assessment remain pillars for establishing core scientific knowledge and skills. Informal learning complements rather than replaces formal education, and an integrated approach is essential.
The authors also explore the longitudinal dimension of STEM identity formation, emphasizing that the high school period is a critical window for shaping long-term career trajectories. Experiences during these formative years lay the groundwork for future academic and professional pathways, rendering targeted interventions during this stage particularly potent.
In terms of future research directions, the paper advocates for further exploration of the interplay among various informal learning settings, including familial influences, peer networks, and digital communities, and their cumulative effect on STEM motivation and identity. Understanding these intertwined factors will aid in crafting holistic educational strategies.
The study’s novelty is further accentuated by the graphical depiction of the conceptual model linking formal and informal learning to STEM identity and career interest, providing a clear, visual synthesis of the complex relationships involved. This model serves as a useful tool for educators and researchers alike to frame ongoing investigations and interventions.
Ultimately, the research by Sonnert and colleagues asserts a transformative paradigm for science education—one where fostering STEM identity and career interest is a multifaceted endeavor requiring collaborative engagement across formal classrooms, informal spaces, and digital platforms. Capturing the full spectrum of science learning experiences promises to unlock greater student potential and fuel the next generation of STEM innovators.
In light of a rapidly evolving technological landscape and the pressing global need for a diverse STEM workforce, such insights are not merely academic. They bear real-world consequences, providing a roadmap to cultivate scientifically literate citizens equipped to tackle complex challenges. This study charts a path forward that champions inclusivity, engagement, and meaningful connection with science at every step of the educational journey.
Subject of Research: The impact of formal and informal science learning experiences during high school on students’ STEM identity and career interest.
Article Title: How do formal and informal science learning experiences during high school shape students’ career interest and STEM identity?
Article References:
Sonnert, G., Reid, T., Sunbury, S. et al. How do formal and informal science learning experiences during high school shape students’ career interest and STEM identity?. IJ STEM Ed 12, 55 (2025). https://doi.org/10.1186/s40594-025-00568-w
Image Credits: AI Generated
DOI: https://doi.org/10.1186/s40594-025-00568-w
