Source Publication (e.g., journal title)
Journal of Experiential Education
Background: Children living in urban areas often have limited opportunities to experience informal science environments. As a result, some do not have a deep understanding of the environment, natural resources, ecosystems, and the ways human activities affect nature. Purpose: This article examines how experiential science education supported urban children’s science knowledge and engagement through cultural relevance and eco-justice during a 1-week summer camp. Methodology/Approach: Third- through sixth-grade children from African American and Latinx urban communities in Colorado participated in a weeklong program using experiential learning opportunities including environmental and climate change lessons, activities at a local community-based site, and field trips to nature- and science-themed sites. Pre- and posttests, focus group interviews, journals, and student work samples were analyzed. Findings/Conclusions: Children’s science content knowledge as well as their engagement in science lessons and field trips were positively influenced during the study. Implications: This study provides a template for establishing culturally relevant experiential learning opportunities to engage underrepresented children in science.
Cara M. Djonko-Moore, Jacqueline Leonard, Quintaniay Holifield, Elsa B. Bailey, Sultan M. Almughyirah. "Using Culturally Relevant Experiential Education to Enhance Urban Children’s Knowledge and Engagement in Science." Journal of Experiential Education. November 2017 https://doi.org/10.1177/1053825917742164