Informal STEM experiences, parental influence, and learning outcomes in primary school: A systematic review
Keywords:
STEM education, informal STEM, primary school, systematic review, parentsAbstract
This systematic review synthesizes 53 peer-reviewed studies (2010 - 2024) on informal Science, Technology, Engineering, and Mathematics (STEM) education for primary school children. Three focal areas are examined: (1) types of activities and settings, (2) parental mediation with gender and age influences, and (3) the role of parental education and income. Findings show that informal STEM experiences, ranging from home routines and community events to museums and digital games, consistently promote cognitive, affective, and behavioral outcomes. Parental mediation emerges as a central factor, shaping engagement and competence through questioning, scaffolding, and motivational strategies. Higher parental education enhances content-rich STEM talk, whereas income primarily affects access to resources. Despite these advances, evidence for long-term developmental pathways remains limited, with few longitudinal or cross-cultural studies. Practical implications highlight the need to integrate informal STEM into formal education, strengthen school-family-community partnerships, and promote equitable access to STEM opportunities. Future research should investigate cumulative effects over time, sociocultural variations, and interventions that balance parental support with children’s autonomy. Overall, informal STEM is shown to be a critical driver of children’s interest, competence, and equity in STEM learning.
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