Improving Student’s Knowledge, Connection to Nature, and Self-Efficacy Toward Environmental Action Through Integrated STEAM Curriculum (Poster 18)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Science Teaching and Learning

Abstract

The need for integrated STEAM curriculum, focused on data, allows students to address real-world problems (NCTM et al., 2024), such as the decline of pollinators. The purpose of this study was to explore the impact of an integrated garden-based STEAM curriculum, implemented during a one-week summer camp, on students’ knowledge, attitudes, and self-efficacy. Results showed a strong correlation between students’ attitudes toward nature and their self-efficacy toward environmental action and pollinator conservation. Finally, t-test results indicated a significant positive increase in students’ bee knowledge, connection to nature, and self-efficacy toward environmental action after engaging in the integrated garden-based STEAM curriculum. Engagement in integrated STEAM curriculum, in nature, can improve environmental knowledge, attitudes, and conservation behaviors.

Authors

• Katherine Nicole Vela, Utah State University

• Rita A. Hagevik, University of North Carolina - Pembroke

• Kathy Cabe Trundle, Utah State University

• Kaitlin Campbell, University of North Carolina - Pembroke

• Aurora Villa, Utah State University

• Lawrence Krissek, The Ohio State University

• William Boone, Miami University (OH)