2017 ASHS Annual Conference

Middle school represents a critical time period for student social development and interest in science. Students with a high sustained interest in a STEM focus area are more likely to pursue the field both in school course selection and as a possible career. Recent focus on increasing student interest levels in horticulture and STEM fields has renewed an emphasis on project-based learning and place-based curriculum. Science attitudes are often influenced by parents, family members, social media, guidance counselors and mostly, peers (Lindner 2012.) Middle school attitudes towards science were found to be additionally influenced by visiting university faculty and the involvement of graduate fellows (Holubec 2007, Degnhart 2007). Mastery science experiences for middle school students also favorably impact student self efficacy in science. Strong social support and group dynamics can positively influence student sense of belonging, which then builds positive group efficacy. When students gain a sense of belonging in a group, and a sense of self confidence in science, they rate a higher willingness to take on new projects and pursuits within STEM fields. Middle school students participated in a year-round supplemental horticulture program, Project PLANTS, at the JC Raulston Arboretum at North Carolina State University. The Project PLANTS program consists of a week-long summer camp followed by weekly after school meetings at “The YURT” at the JC Raulston Arboretum. Students from ten different middle schools across Wake County participated in the weekly after-school meetings which highlighted horticulture and agriculture activities, exploration time, reflection opportunities, and group-bonding activities. At the end of the year-long program, participants demonstrated attitude shifts in horticulture and agriculture, as well as increased conceptual understanding. Throughout reflective exercises and focus groups, students made notable positive commentary about their peers. When students commented on willingness to continue with a science group, they echoed an appreciation for fellow group members. These responses may indicate that horticulture and agriculture sciences are better received when positive group dynamics are nurtured as a critical component to curriculum. Horticulture and agriculture offer many opportunities for group projects and activities, and therefore offer a promising platform for students to build a strong sense of group efficacy and interest for horticultural science and other STEM fields moving forward.