Curricular learning experiences outside the classroom, known as out-of-school learning, give students significant chances of observations as visually detectable change of processes (Blaseio, 2015), but are becoming fewer as experiences are increasingly replaced by information and communication technology (ICT). ICT is omnipresent in the life of children, thus needs to be targeted with pedagogical expertise in academic settings. Our interdisciplinary research project transMINT4.0 aims to interlink out-of-school learning and ICT as incorporated instruments for sustainable optimization and successful transition of science and technology learning in STEM education from primary to secondary school. transMINT4.0 intends to positively influence the educational biography in STEM of primary and secondary school students. With view on agreed sustainable development goals of the 2030 Agenda for Sustainable Development by all United Nations member states, content of our project focuses on “renewable energies – focus on wind energy” and “resource-conserving use of water”.
Out-of-school learning gives students the possibility of authentic experiences with phenomena of their environment, which cannot be brought into the classroom, for instance a river. Unfortunately, there is a paucity of research on the effects of out-of-school learning experiences, yet, few existing studies emphasize the importance of out-of-school learning in science class (e.g., Guderian, 2007; Orion, 1993). According to Guderian (2007), curricular learning experiences outside the classroom can prompt a catch-impulse for students which arouses further interest in the matter. Orion (1993) illustrates a popular guide for successful implementation of outdoor learning and highlights the relevance of out-of-school learning as an essential component for science class. National curricula and guidelines highlight the importance of learning experiences outside the classroom as didactical and methodological approach in STEM education. Teaching media competencies is also highlighted in curricula as a vital criterion in student education.
Published TIMSS results from 2019 (Schwippert et al., 2020) confirm that Germany still has a considerable need to optimize basic science education at the primary level: In addition to the slight decline in the overall level of scientific literacy, the greater dispersion with an increase in students at the lower two levels of competency is particularly noteworthy. More than half of German children currently have to cope with the transition to secondary school with deficient scientific competencies at the end of primary school.
Further, research results show, that German students lack basal competencies in computer and information literacy (CIL). The omnipresence of ICT in children’s environment is mainly out of academic context and highlights that frequent usage does not automatically qualify for correct digital media use (cf. Eickelmann et al., 2019).
Financial subsidies by the German government have hardly increased and improved digital infrastructure of schools but lack desired effects (cf. Eickelmann et al., 2019). Availability of technical equipment does not automatically encompass qualified CIL of students. Efforts by the German government to foster ICT and CIL of primary and secondary school students have hardly developed over the years and bear the risk of losing international connectivity and competitiveness.
The purpose of science class is to help children understand and act in the world around them, which is increasingly captured by ICT, thus needs to become a part of education. To date, German science class (in primary school) does only dissatisfactory fulfill its educational mandate for a comprehensive ICT and CIL education in order to lay the foundation for a substantial digital media competence of students which guarantees for a seamless compatibility in society after school.
Due to insufficient and adequate implementation of ICT and out-of-school learning, our research project transMINT4.0 interlinks these two important pillars of science class in order to qualify primary and secondary school students for targeted STEM education.