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New York City Fourth Graders Who Receive a Climate Change Curriculum with Hydroponic Gardening Have Higher Science Achievement Scores

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Title: New York City Fourth Graders Who Receive a Climate Change Curriculum with Hydroponic Gardening Have Higher Science Achievement Scores
Language: English
Authors: Burt, Kate G. (ORCID 0000-0002-6115-6450), Burgermaster, Marissa (ORCID 0000-0002-4891-3314), D'Alessandro, Dina, Paul, Rachel, Stopler, Marina
Source: Applied Environmental Education and Communication. 2020 19(4):402-414.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Grade 4, Elementary School Students, Climate, Gardening, Science Achievement, Program Effectiveness, Science Instruction, Active Learning, Inquiry
Geographic Terms: New York (New York)
DOI: 10.1080/1533015X.2019.1611504
ISSN: 1533-015X
Abstract: We compared 2014-15 New York State Science Assessment scores of fourth grade students who received the New York Sun Works (NYSW) Program (n = 638) with two comparison groups: students who received NYSW the following year (n = 993) and students attending matched schools (n = 1490). We first applied a multi-level regression model to compare scores between NYSW recipients and the first comparison group, which revealed non-significant but higher scores among NYSW recipients. We then compared the achievement scores of the NYSW recipients to both comparison groups using Welsch two sample t-tests. On average, NYSW recipients scored significantly higher than both the comparison groups (p < 0.001). Results suggest that further testing should explore the impact of climate change education on science achievement.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1274477
Database: ERIC
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  Data: Routledge. Available from: Taylor &amp; Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/1533015X.2019.1611504
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  Data: 1533-015X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We compared 2014-15 New York State Science Assessment scores of fourth grade students who received the New York Sun Works (NYSW) Program (n = 638) with two comparison groups: students who received NYSW the following year (n = 993) and students attending matched schools (n = 1490). We first applied a multi-level regression model to compare scores between NYSW recipients and the first comparison group, which revealed non-significant but higher scores among NYSW recipients. We then compared the achievement scores of the NYSW recipients to both comparison groups using Welsch two sample t-tests. On average, NYSW recipients scored significantly higher than both the comparison groups (p &lt; 0.001). Results suggest that further testing should explore the impact of climate change education on science achievement.
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  Data: 2020
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  Data: EJ1274477
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      – SubjectFull: Grade 4
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Climate
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      – SubjectFull: Gardening
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      – SubjectFull: Science Achievement
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      – SubjectFull: New York (New York)
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