ABSTRACT
A growing body of research shows that individually and collectively, free-choice science learning experiences contribute to children and youth perceiving science as both enjoyable and interesting. However, research also shows that the current informal science education model is deficient in creating opportunities for children and youth to remain interested and engaged with science on a long-term basis. For example, a recent, in-depth study showed that informal science experiences only marginally contributed to youth's long-term science interest and engagement and that a family's social, cultural, and financial capital were much more significant. In order to improve the situation, we suggest learning from organized sports and performing arts informal education programs, since they mindfully and systemically provide support for children and youth to progress from novice to mastery levels, while providing strong support and encouragement for continued participation. We conclude that in order to foster the stimulation and support for long-term interest and participation in science, we believe that science learning ecosystems need to customize opportunities, coordinate resources, and connect learners to resources.
