Abstract Informal learning institutions like zoos, aquariums, science centers, and botanic gardens are popular among the American public. Many offer science-related activities, suggesting an “ecology” of sites varying in degree with regards to science and STEM (science, technology, engineering, math) learning in general. Understanding public perceptions of the STEM learning ecology can inform decisions about increasing STEM literacy in the United States. The current qualitative study used interactive workshops to understand the public’s perceptions of zoos and aquariums (Z/As) in particular, compared to other settings, for their potential to support STEM learning. Visitors identified a wide range of settings in institutions and their everyday lives where they experienced STEM learning opportunities. The primary STEM discipline they encountered was science, even though the opportunities were not explicit. They also recognized that these settings offer the potential for learning about technology, engineering, and math through staff facilitation. They distinguished Z/As from other cultural organizations because of opportunities to learn about science as it related to animals. Implications for STEM learning in informal settings are discussed for its potential to engage the public in STEM outside of the formal education context.

中文翻译：

---

关于动物园和水族馆游客对 STEM 学习生态的看法的多站点案例研究

摘要 动物园、水族馆、科学中心和植物园等非正式学习机构受到美国公众的欢迎。许多提供与科学相关的活动，表明在科学和 STEM（科学、技术、工程、数学）学习方面，网站的“生态”程度不同。了解公众对 STEM 学习生态的看法可以为有关提高美国 STEM 素养的决策提供信息。当前的定性研究使用互动研讨会来了解公众对动物园和水族馆 (Z/As) 的看法，与其他环境相比，它们有可能支持 STEM 学习。参观者确定了机构中的各种环境以及他们体验 STEM 学习机会的日常生活。他们遇到的主要 STEM 学科是科学，尽管机会并不明确。他们还认识到，这些环境提供了通过员工促进学习技术、工程和数学的潜力。他们将 Z/As 与其他文化组织区分开来，因为他们有机会了解与动物相关的科学。讨论了非正式环境中 STEM 学习的影响，因为它有可能使公众参与正规教育环境之外的 STEM 教育。他们将 Z/As 与其他文化组织区分开来，因为他们有机会了解与动物相关的科学。讨论了非正式环境中 STEM 学习的影响，因为它有可能使公众参与正规教育环境之外的 STEM 教育。他们将 Z/As 与其他文化组织区分开来，因为他们有机会了解与动物相关的科学。讨论了非正式环境中 STEM 学习的影响，因为它有可能使公众参与正规教育环境之外的 STEM 教育。