There is a growing number of informal and non-formal learning activities worldwide related
to STEM (Science, Technology, Engineering, Mathematics) curricular subject areas—
particularly those involving coding and making. To better understand the general aim and
content of such activities, we conducted a survey addressing highly experienced
instructional designers and instructors of informal and non-formal science learning activities
in nine European countries (N= 128). The goal of this paper is to investigate the relation …