Including agriculture and natural resource manage

Incorporating agriculture and natural resource management into STEM education makes learning more meaningful and inclusive by drawing on students’ cultural backgrounds, community experiences... See More

Incorporating agriculture and natural resource management into STEM education makes learning more meaningful and inclusive by drawing on students’ cultural backgrounds, community experiences, and existing knowledge. Approaches such as the funds of knowledge framework, culturally responsive teaching, place-based education, and experiential learning help educators connect STEM concepts to real-world contexts familiar to students, including local farms, school gardens, and community water resources. Research increasingly shows that hands-on, context-based learning experiences through gardens, agricultural projects, farms, and youth organizations such as 4-H (Head, Heart, Hands, and Health) and Future Farmers of America (FFA) enhance student engagement, strengthen science identity, and improve academic outcomes, particularly among historically underrepresented student populations. Research studies and program evaluations over the past 15 years provide strong evidence that STEM learning connected to agriculture and natural resources can yield meaningful benefits, particularly for students from underserved communities. School Gardens and Science Learning One significant example is the National Science Foundation (NSF) funded Science in the Learning Gardens (SciLG) project in Portland, which was studied and published in 2018. The program introduced a sixth-grade garden-based science curriculum aligned with the Next Generation Science Standards (NGSS) and grounded in culturally responsive teaching practices. Findings from both immediate and long-term evaluations indicated that participation in garden-based learning increased students’ engagement in science, improved their understanding of scientific concepts, and strengthened their sense of identity as science learners. In this economically disadvantaged urban setting, students who participated in hands-on gardening activities demonstrated greater interest, motivation, and achievement in science than those who did not. The study further revealed that factors such as student autonomy, confidence in their abilities, and connections with others played important roles in explaining these positive outcomes. Overall, the researchers concluded that learning gardens have significant potential to strengthen students’ academic success and personal connection to science. Agriscience and Career and Technical Education (CTE) Programs School-Based Agricultural Education (SBAE), including the traditional high school FFA and Supervised Agricultural Experience (SAE) model, has long incorporated scientific concepts into agricultural instruction. In recent years, there has been increased emphasis on strengthening the integration of STEM disciplines within SBAE programs. Wang and Knobloch (2018) developed a framework to assess the extent of STEM integration in Agriculture, Food, and Natural Resources (AFNR) education. Their research found that while preservice agricultural educators could effectively address AFNR-related content, creating meaningful connections among multiple STEM disciplines remained a challenge. Additionally, Knobloch et al. (2026) proposed a systems-thinking framework for SBAE that highlights experiential learning, inquiry, problem-solving, and the importance of connecting agricultural education to real-world community issues. Together, these studies indicate that SBAE educators require targeted professional development, supportive curricula, and instructional resources to achieve deeper and more effective STEM integration. Equity and Student Engagement Outcomes A growing body of research shows that hands-on, real-world STEM experiences connected to agriculture, gardening, and natural resource management can significantly support student engagement, particularly among students from historically underserved and underrepresented groups. Kelley and Williams (2013) emphasized that garden-based professional development in low-income schools helped educators make science more meaningful by linking learning to students’ cultures, communities, and daily experiences. Similarly, the Science in the Learning Gardens (SciLG) project intentionally served diverse student populations and found that culturally responsive, garden-based approaches improved science engagement, achievement, and students’ sense of belonging in science. Additional research suggests that school garden programs can help address academic disparities, with urban minority students showing greater gains in science learning when agriculture-based experiences are incorporated into instruction. Although continued research is needed to examine long-term effects, existing evidence strongly suggests that grounding STEM education in agricultural and natural resource contexts enhances academic achievement, student motivation, and the development of a positive STEM identity. References: Dilafruz R. W., et al., (2018). Science in the Learning Gardens (SciLG): a study of students’ learning motivation, achievement and identity in low-income middle schools. https://doi.org/10.1186/s40594-018-0104-9 Wang, H. and Knobloch, N. A (2018). Levels of STEM Integration through Agriculture, Food, and Natural Resources. Journal of Agricultural Education 59(3):258-277DOI:10.5032/jae.2018.03258 Knobloch, N.A. et al. (2026). A Systems Thinking Approach to Integrated STEM in School-Based Agricultural Education. https://doi.org/10.3390/educsci16020253 Kelley S. S. and Williams D. R. (2013). Teacher Professional Learning Communities for Sustainability: Supporting STEM in Learning Gardens in Low-Income Schools. Sybil-Kelley-Dilafruz-Williams-finalproofMay2013.pdf