Science in the Learning Gardens: Engagement and Learning in Sixth Graders From Low-Income Urban Schools

• In Event: Science for All: Challenges, Practices, and Spaces of Possibility for Creating Inclusive Science Learning Environments

Abstract

The current study relied on motivational models derived from self-determination theory to explain how garden-based science activities can contribute to minority students’ motivation and learning in science class and academic identity in science. Participants were 95 sixth grade students from primarily low-SES families at two diverse urban schools. Student-reports of engagement (effortful, energized participation) in a garden-based education program predicted science class engagement, science learning, and academic identity in science. Moreover, these relationships seemed to be mediated by students’ experiences (of feeling autonomous, competent, related, and purposeful). This suggests that the extent to which garden-based activities help promote students’ success in science may depend, in part, on how well they foster a sense of ownership, efficacy, belonging, and purpose.

Authors

• Dilafruz R. Williams, Portland State University

• Heather Anne Brule, Portland State University

• Ellen Skinner, Portland State University

• Sybil Kelley, Portland State University

• Claire Lagerwey, Portland State Univeristy