Diversity and the Promise of Science in the Learning Gardens: Students' Motivation, Achievement, and Science Identity in Low-Income Middle Schools

• In Event: 53.081 - Roundtable Session 21
  In Roundtable Session: 53.081-14 - Science Identity and Becoming: Exploring Perceptions, Achievement, and Career Goals

Abstract

This study of 113 sixth grade students and their three science teachers at two diverse urban schools explores whether hands-on, relevant science learning experiences in the garden can contribute to minority students’ motivation, science achievement, and science identity. Motivational model based on self-determination theory provides the framework. A combined measure of students’ gardening experiences (self-reports of belonging, competence, autonomy and purpose, engagement and teacher-reports of re-engagement) predicted four science outcomes: engagement, learning, and grades in science class, and academic identity in science. This suggests that garden-based activities show promise in fostering not only minority students’ science-class experiences, but also their actual grades and their interest in pursuing science long-term.

Authors

• Dilafruz R. Williams, Portland State University

• Heather Anne Brule, Portland State University

• Sybil Kelley, Portland State University

• Ellen Skinner, Portland State University

• Claire Lagerwey, Portland State Univeristy