This book will fill a void in the literature around research and program design and the impact of such experiences on learning outcomes within urban agricultural contexts. In particular, this book will cover topics such as STEM integration, science learning, student engagement, learning gardens and curriculum design.

This book will fill a void in the literature around research and program design and the impact of such experiences on learning outcomes within urban agricultural contexts. In particular, this book will cover topics such as STEM integration, science learning, student engagement, learning gardens and curriculum design.

This book fills a void in the literature around how urban agricultural education can be used to create opportunities to educate youth and citizens who live in urban areas about growing food. To date, very little has been written about program design and the impact of such experiences on learning outcomes. In fact, most of the journal articles and research to date has focused on access, contextual factors, sustainability, relevance of urban agricultural education, and the intersection of science of agriculture. This book will cover such topics as how urban youth learn science while engaged in urban agriculture programs, how such programs support youth in becoming interested about healthy eating and science more generally, and how to design urban agriculture programs in support of STEM education. The chapters in this book are written by educational researchers and each chapter has been reviewed by researchers and practitioners.

This book fills a void in the literature around how urban agricultural education can be used to create opportunities to educate youth and citizens who live in urban areas about growing food. To date, very little has been written about program design and the impact of such experiences on learning outcomes. In fact, most of the journal articles and research to date has focused on access, contextual factors, sustainability, relevance of urban agricultural education, and the intersection of science of agriculture. This book will cover such topics as how urban youth learn science while engaged in urban agriculture programs, how such programs support youth in becoming interested about healthy eating and science more generally, and how to design urban agriculture programs in support of STEM education. The chapters in this book are written by educational researchers and each chapter has been reviewed by researchers and practitioners.

The nature of science (NOS) and its role in science education is complex, as is the goal of helping teachers and students attain a desired understanding of NOS. NOS issues could be tackled through writing in science and has implications for the kinds of writing tasks assigned in science. Research is warranted on these writing tasks and their effectiveness in promoting more desired views of NOS. This book is unique since it reports on teachers' and students' NOS views and the links between their views and diversified writing tasks in science, an area that lacks attention as a means for teaching about NOS. Different genres of scientific writing are seen as effective means of doing science and informing students about NOS, and the complexity of relationships between students' views of NOS and writing in science is highlighted. The analysis should be beneficial in developing and implementing diversified writing activities that have the potential to realistically portray science to students, and should be especially useful to professionals in curriculum development, instruction, and student learning in science.