The Environment as a Pathway to Science Learning for K–12 Learners—A Case Study of the E-STEM Movement

Abstract

Recent trends in the environmental education field have recognized the value of using the environment as a pathway for STEM (science, technology, engineering, and math) learning, or E→STEM. Research has highlighted that nature-focused outdoor lessons can support students' science knowledge development, yet little is known about the mechanisms through which learning occurs. Moreover, a focus on content knowledge limits understanding of students' development as science learners who can apply lessons more meaningfully in their lives. In our mixed-method study, we examined the pathways through which a nature-based curriculum teaching about the natural world, conservation science, and systems-based perspectives helped students' science learning, encompassing its socioemotional components. In 14 schools across three US cities, we conducted interviews with K–12 teachers who used the curriculum, focus groups with students, and we deployed a quantitative student impact survey. The sample of students were primarily ninth graders. Results indicated a holistic science learning experience, whereby they gained new understandings of complex natural phenomenon, developed systems thinking, and expressed excitement about science in the present and for future pursuits. The learning overlapped with interest in actions to protect and advocate for the environment. Access to nearby nature, hands-on interactions with flora and fauna, and collaborative explorations facilitated learning. The research underscores the value of studying the processes through which E→STEM efforts build knowledgeable, engaged science learners motivated to protect the environment in the present and future.