Investigating Constructs of Self-Determination Among Femme-Presenting Adolescents Learning STEM in a Three-Day Outdoor Learning Experience

• In Event: Exploring the Production of Well-Being for and by Adolescents

Abstract

There exists a dearth of research to how outdoor learning experiences (OLE) foster motivation (i.e., self-determination) among femme-presenting adolescents. The present study explored how a three-day science, technology, engineering, and mathematics (STEM) learning experience at OLE center influenced non-binary and girl adolescents’ self-determination in and for STEM. From pre- and post-participation drawings and daily journal entries, and self-determination theory as the theoretical framework, findings suggest girls and non-binary students had improved perceptions of scientists, development of science skills and knowledge, and self. Further, participants reported that OLEs provided opportunities for them to develop competencies in STEM via science knowledge and skills about the outdoors, autonomy through freedom and choices in nature, and relatedness through connectedness with others and in nature.

Authors

• Taylor Darwin, University of Texas at Austin

• Christi Whitworth, Zaniac Learning, LLC

• Cindy Lee Sang, Texas Tech University

• Gina Childers, Texas Tech University

• Rebecca Hite, Texas Tech University

• Shirley M. Matteson, Texas Tech University