Abstract
Parents can influence their children’s interests and confidence by creating positive learning environments. The Our Plot of Sunshine program uses a Family Problem-Based Learning (FPBL) model that evolved from our Problem-Based Enhanced Language Learning model. It was implemented with Latina-American 5th and 6th grade girls and their parents, who were challenged to design, plant from seeds, care for, and harvest in seven-weeks foods for a tostada party. Lettuce and radishes were common selections because of their rapid growth. The model punctuates the growing gardens with targeted hands-on activities focused on parts of plants, needs of plants, soil, other garden organisms, and the concept of surface area to volume ratio. After the 90-minute FPBL session, 30-minute Conversation Groups (CGs) were held separately for daughters and parents, which explored various topics including cultural and science identities, STEM careers, and positive methods for involvement. The Saturday program was delivered in both English and Spanish. A variety of data sources inform the overall project including pre, mid, post, and delayed post-surveys; a demographic survey; videotaping and analysis of parent-daughter interactions; researcher observations; and focus groups. This presentation is reporting on the girls’ science identity and parents efficacy for supporting their daughters in science items that were used as a pre, mid, post, and delayed posttest.
Presenters
Peter RilleroAssociate Professor, Mary Lou Fulton Teacher College, Arizona State University, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Science Education, Garden Based Learning, Project Based Learning
