An experiential science education program with a focus on cultural relevancy and eco-justice increased urban children's knowledge and engagement in science

This study examined how culturally-relevant experiential science education with a focus on eco-justice supported urban children's science knowledge and engagement.  Experiential education engages students “in direct experience and personal reflection to improve knowledge, develop skills, clarify values, and increase one's capacity to contribute to the local community.” Eco-justice focuses on connections between cultural norms and the natural environment. It also combines environmental justice and social justice issues.

Thirty-four children in grades three through six participated in a tuition-free summer science camp. These children were enrolled in public schools in low-income African American and Latinx communities in Colorado. Camp activities included analyzing soil samples and making a compost pile. Field trips to nature- and science-themed sites were also integral to the camp experience. Sites visited included the Rocky Mountain National Park, a botanic garden, and a nature and science museum. Researchers used pre- and post-test results, focus group interviews, field notes, and student journals and work samples to investigate the impact of the program on students' science content knowledge and their engagement in science and environmental learning. Through this program, children were able to experience several aspects of the natural environment (such as soil and plants), use science processes (observation, prediction, inference, problem solving, drawing conclusions, etc.), and learn how to use a microscope. Visiting a national park was a first-time experience for some of the children.

An analysis of the children's work samples indicated that the program was effective in promoting science/environmental knowledge and in fostering language acquisition, especially for the English language learners. Feedback from the children indicated that aspects of the program they enjoyed included the involvement of near-peer-mentors (ages 16-22) and the museum exhibits. The botanic garden was of less interest to some of the children.

Overall results suggested that the program “had a positive impact on children's learning, engagement, and interest in science.”