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首页> 外文期刊>International Journal of STEM Education >Science in the Learning Gardens (SciLG): a study of students’ motivation, achievement, and science identity in low-income middle schools
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Science in the Learning Gardens (SciLG): a study of students’ motivation, achievement, and science identity in low-income middle schools

机译：学习园地的科学（SciLG）：对低收入初中学生的动机，成就和科学身份的研究

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Background Science in the Learning Gardens?(henceforth, SciLG) program was designed to address two well-documented, inter-related educational problems: under-representation in science of students from racial and ethnic minority groups and inadequacies of curriculum and pedagogy to address their cultural and motivational needs. Funded by?the National Science Foundation, SciLG?is a partnership between Portland?Public Schools and Portland State University. The sixth- through eighth-grade SciLG curriculum aligns with Next Generation Science Standards and uses school gardens as the milieu for learning. This provides the context to investigate factors that support success of a diverse student population using the motivational framework of self-determination theory. Results This study reports results from 113 students and three science teachers from two low-income urban middle schools participating in SciLG. Longitudinal data collected in spring of sixth grade in 2015 and fall of seventh grade in 2015 for the same set of students included a measure of students’ overall motivational experiences in the garden (that combined their reports of relatedness, competence, autonomy, and engagement and teacher-reports of re-engagement in garden-based learning activities) to predict four science outcomes: engagement, learning, science grades, and science identity. Findings suggest that garden-based activities show promise for supporting students’ engagement and learning in science classes and in fostering students’ interest in pursuing science long-term. Conclusions As concern for social justice is growing based on the underachievement of students from minority groups, resurgence of the school garden movement over the last several decades provides an opportunity to tip the scales by engaging students in authentic, real-world learning of science and cultivating their interests in science with holistic garden-based learning. This study highlights the role of students’ views of themselves as competent, related, and autonomous in the garden, as well as their engagement and re-engagement in the garden, as potential pathways by which garden-based science activities can shape science motivation, learning, and academic identity in science. Findings also suggest that the motivational model based on self-determination theory can be useful in identifying some of the “active ingredients”—in pedagogy, curriculum, and social relationships—that engage students in these garden-integrated science learning activities.
机译：学习花园中的背景科学？（此后，SciLG）计划旨在解决两个有据可查，相互关联的教育问题：种族和少数族裔学生在科学领域的代表性不足以及课程和教学法不足以解决他们的问题文化和动机需求。由国家科学基金会（SciLG）资助的是波特兰公立学校与波特兰州立大学之间的合作伙伴关系。 SciLG的六年级至八年级课程符合下一代科学标准，并使用花园作为学习的环境。这为利用自我决定理论的动机框架研究支持多样化学生群体成功的因素提供了背景。结果本研究报告了来自SciLG的两所城市低收入中学的113名学生和三名科学老师的结果。在2015年春季6年级和2015年7年级秋季收集的同一组学生的纵向数据包括对学生在花园中总体激励经历的衡量指标（结合了他们的相关性，能力，自主性和参与度的报告），老师在重新参与基于花园的学习活动中的报告），以预测四个科学成果：参与，学习，科学成绩和科学身份。研究结果表明，以花园为基础的活动显示出对支持学生参与科学课的参与和学习以及激发学生对长期追求科学的兴趣的希望。结论由于少数族裔学生的学习成绩不佳，对社会正义的关注与日俱增，过去几十年来学校花园运动的复兴为学生提供了一个机会，使他们参与真实，真实的科学学习和培养，从而扩大规模通过基于花园的整体学习获得他们对科学的兴趣。这项研究着重说明了学生对自己在花园中的能力，相关性和自主性的看法的作用，以及他们在花园中的参与和重新参与的作用，这是基于花园的科学活动可以影响科学动力的潜在途径，学习和科学的学术身份。研究结果还表明，基于自决理论的动机模型对于确定一些“有效成分”（在教育学，课程和社会关系中）可以很有用，这些“有效成分”使学生参与了这些与花园整合的科学学习活动。

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