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Published online by Cambridge University Press: 11 October 2019
Informal science education traditionally has been overlooked relative to formal education. There are many reasons why this is the case. Society views formal education, particularly K–12, as a fundamental entitlement, and thus much of the emphasis (but typically not enough resources) has been placed on this kind of learning. Most education colleges in the United States focus on teacher training, counseling, assessment, and educational administration. With few exceptions, such as the Free-Choice Learning program at Oregon State University (OSU, 2018), the academic pursuit of informal science education or STEM learning research is typically relegated to a few professors, or done by professors assigned primarily to formal education. Another related issue is the matter of assessing outcomes.
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