Adult STEM Education for Democratic Participation

Abstract

Many key concerns require engagement with science, technology, engineering and mathematics (STEM) knowledge. Consider the complexity and nuance of climate change, energy policy, health and medicine, and data security. Informed voting or decision-making on such issues is no easy task; effective participation in our society requires considerable STEM capabilities. Education of all age groups is essential for a scientifically knowledgeable population involved in making democratic decisions about the future. Lindeman argued for adult education learning processes hand-in-hand with democratic processes, yet, once adults leave formal education, there are woefully few opportunities for the general public to learn or engage with STEM content. Adult education as a field has an important obligation to continue to support adults’ STEM learning. This obligation includes helping scientists and STEM educators better connect to adult learners in informal and nonformal settings. This paper explores adult STEM education for democratic participation. We begin with an overview of adult STEM education, followed by STEM knowledge and skills, with a focus on the utility and value of scientific processes and ways of thinking. We then continue with the function of STEM learning in democratic processes followed by frameworks of adult STEM, specifically scientific literacy and place-based education, and conclude with implications and recommendations for adult education practice.

How mathematical dispositions of adult learners play a role in their STEM choices

“…Tsai et al (2017) explored science competency and affective factors in adults outside of formal education and reported that their self-efficacy most strongly predicted their science competency. Similarly, Zarestky and Vilen (2023) explain that while many adults outside of formal education report interest in science, they are not likely to engage with science. While this research is outside of higher education settings, it does inform the field of adult learners' decreased likelihood of majoring in STEM.…”

Towards effective collaborations: Reflections and recommendations for adult education and STEM

“…STEM disciplines offer knowledge and processes that adult learners need for solving specific problems (e.g., drought resilience planning), and also provide essential skills for participating in civic life such as scientific reasoning regardless of specific topic (e.g. Zarestky & Vilen, 2023). Essentially STEM skills can support the development of informed, engaged, and critical members of society.…”