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

Autor/inn/en	Williams, Dilafruz R.; Brule, Heather Anne; Skinner, Ellen; Kelley, Sybil; Lagerwey, Claire
Titel	Science in the Learning Gardens: Engagement and Learning in Sixth Graders from Low-Income Urban Schools
Quelle	(2016), (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Science Instruction; Grade 6; Learner Engagement; Low Income Groups; Urban Schools; Middle School Students; Student Diversity; Self Determination; Theories; Science Activities; Gardening; Science Teachers; Hands on Science; Oregon (Portland) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 06; 6. Schuljahr; Schuljahr 06; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Selbstbestimmung; Theory; Theorie; Gartenarbeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	This 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 105 sixth-grade students from primarily low-SES families at two diverse urban schools. Students' reported experiences of engagement (effortful, energized participation) in garden-based science activities predicted their engagement in the science classroom, science learning, and academic identity in science. Moreover, these relationships seemed to be "mediated by" students' self-perceptions (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 these activities foster a sense of ownership, efficacy, belonging, and purpose. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01