Systematic Review of STEM Learning and Social-Emotional Development

This AISL Literature Review and Synthesis project is designed to help integrate STEM and social-emotional development (SED) in the out-of-school time (OST) field.

By establishing the evidence-base this project can expedite several urgent steps forward: 1) assessing strengths and gaps in this growing work connecting STEM and SED, 2) defining overlapping or integrated STEM+SED practices, and 3) defining skills that are important to both fields and proposing robust assessments based on precise definitions. We will apply systematic review methods to search and appraise empirical and gray literature to identify what domains and skills at the interface of STEM+SED are most researched in informal environments serving K-12 youth. Commonly researched domains and skills, such as self-management, teamwork, complex problem-solving, and self-awareness, will be compared by learning environments (i.e. informal vs. formal), demographic factors (e.g. youth age, gender, racial/ethnic background), and program components (i.e. frameworks vs. curricula vs. measurements/tools).

Noam DRL-2115868