Geo-STEM Learning Ecosystems: A Social Science-based Approach to
Broadening Participation in the Geosciences
Abstract
The geological sciences, technology, engineering, and mathematics
(geo-STEM) have the capacity to investigate and address geological and
environmental challenges. Many of these challenges are embedded in
social contexts that unjustly impact communities that lack geo-STEM
expertise. Geo-STEM learning ecosystems (GLEs) integrate geo-STEM and
social science research paradigms to transform the culture of the
geo-STEM community. GLEs are communities of practice that engage
geo-STEM professionals, educators, and learners to address local issues
through place-based STEM research and education. In this paper, we
evaluate how the term “learning ecosystem” is used in psychology,
educational technology, and STEM education research. Characterizing this
transdisciplinary social science literature in terms of input, processes
and outputs grounds our understanding of GLEs in a century of research
and provides a framework to guide the geo-STEM education community in
developing GLEs and documenting community change. One distinction
between GLEs and other types of learning ecosystems is the importance of
place, which connects GLEs to situation learning theory and the
community of practice framework. Examples of three existing GLEs are
described to demonstrate a variety of structures and functions. Finally,
potential research strategies that enable our understanding of GLEs’
development, functions, and impacts are proposed. As the geoscience
research community seeks to become more just, equitable, diverse, and
inclusive, GLEs create opportunities to foster authentic collaborations
between geo-STEM practitioners and researchers and the communities in
which they work.