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 |
| 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 |
| 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. |
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| ISSN: | 1533-015X |
| DOI: | 10.1080/1533015X.2019.1611504 |
