ABSTRACT Youth are introduced to STEM topics through informal settings like science camps, aquaria, and zoos. In these interactive and sensory-rich environments, a well-designed programme can help participants to acquire knowledge and cultivate interest through experiential learning. Given the importance of informal activities in environmental education, it is crucial to identify which contextual components lead to successful learning outcomes. Thus far, research in environmental STEM education has focused on brief experiences, such as one-time visits to curated environments likeaquaria. Investigating the impact of multi-day/longer experiences in natural settings is critical because the level of engagement with the STEM topic and the interaction with the learning environment in such experiences have different cognitive and affective impacts. To address these current limitations, we explored whether there is evidence that a four-day, immersive outdoor soundscape ecology camp contributed to situational interest and conceptual understanding of middle-school youth. During the soundscape camp, a variety of evidence was collected through different instruments including drawing activities, questionnaires, an interview, and field-observations. Through a qualitative analysis and open coding, we identified three core principles of informal outdoor curricular design that positively contribute to participants’ learning experiences, including direct experience with nature, the use of authentic technology, and exercises that promote collaborative teamwork. We argue that activities that promote scientific practices and engagement with authentic tools in a real-world context creates a learning environment in which participants collaboratively construct deep conceptual understanding of different aspects of environmental STEM topics and foster interest in the context of science inquiry.

中文翻译：

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非正式的环境夏令营可以促进中青年对STEM概念理解和情境兴趣建设的证据

摘要通过非正式的环境（例如科学营，水族馆和动物园）向青年介绍STEM主题。在这些交互性和感官丰富的环境中，精心设计的程序可以帮助参与者通过体验式学习来获取知识并培养兴趣。鉴于非正式活动在环境教育中的重要性，至关重要的是要确定哪些背景因素导致成功的学习成果。到目前为止，环境STEM教育的研究都集中在简短的经验上，例如一次性访问诸如水族馆之类的精选环境。在自然环境中调查多天/更长时间的体验的影响至关重要，因为在这种体验中，与STEM主题的互动程度和与学习环境的互动程度会产生不同的认知和情感影响。为了解决这些当前的局限性，我们探索了是否有证据表明，为期四天的沉浸式户外声景生态营有助于提高对中学生的情境兴趣和概念理解。在音景训练营期间，通过不同的工具收集了各种证据，包括绘画活动，问卷调查，访谈和实地观察。通过定性分析和开放编码，我们确定了非正式户外课程设计的三项核心原则，这些原则对参与者的学习经历有积极贡献，包括对自然的直接体验，使用可靠的技术以及促进协作团队合作的练习。