%0 Journal Article
%T Using Culturally Relevant Experiential Education to Enhance Urban ChildrenĄ¯s Knowledge and Engagement in Science
%A Cara M. Djonko-Moore
%A Elsa B. Bailey
%A Jacqueline Leonard
%A Quintaniay Holifield
%A Sultan M. Almughyirah
%J Journal of Experiential Education
%@ 2169-009X
%D 2018
%R 10.1177/1053825917742164
%X 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 childrenĄ¯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: ChildrenĄ¯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
%K urban children
%K field trips
%K experiential science education
%K cultural diversity
%K STEM education
%U https://journals.sagepub.com/doi/full/10.1177/1053825917742164