Abstract
Informal learning settings are valuable environments for students to learn beyond the classroom. This article describes the preliminary findings from a systematic review that explored programmatic elements associated with science, technology, engineering, and mathematics (STEM) learning, knowledge, identity, and self-efficacy for neurodiverse youth in informal STEM learning environments.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 19-37 |
| Number of pages | 19 |
| Journal | Review of Disability Studies An International Journal |
| Volume | 19 |
| Issue number | 2 |
| State | Published - 2024 |
Keywords
- STEM
- informal learning
- neurodiverse
ASJC Scopus subject areas
- Cultural Studies
- Education
- Developmental and Educational Psychology
- Political Science and International Relations
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