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This project addresses the disconnect between science, design, and technology and how high school students can benefit from innovative learning experiences in plant science that integrate these disciplines while gaining interest in and skills for future STEM careers. We created a project-based 3D modeling learning module with educators as facilitators and students working in collaborative teams of self-identified science, technophile, and art students. Students created 3D models of plants under research at the Donald Danforth Plant Science Center and learned about the applications of 3D modeling in augmented and virtual reality platforms. They also disseminated their project results through handouts and presentations. We used a mixed-methods approach to assess the impact of implementing this module on students’ learning and interests in STEAM subjects and careers. We found that students are more aware of the intersection of art and design with science and gained literacy in plant science, design, and technology. The students also gained 21st century skills such as collaboration, communication, creative thinking, and problem-solving and showed more interest in STEAM subjects and careers. This project contributes to the body of knowledge on theory, best practices, and practical technological applications in STEAM education.
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Plant 3D Modeling: Growing Plant Awareness with High School Students
• Understanding plants and how they affect the world is crucial. However, plant awareness disparity, the inability to notice plants, is common and results in lack of interest and positive attitudes toward plants and knowledge on their importance. Innovative and engaging plant science curricula is limited while needed to promote plant awareness. We created a 3D plant modeling module and examined its impact on plant awareness among high school students. • This module integrates science, art, design, and technology through a project-based STEAM approach where teachers acted as facilitators and students worked collaboratively. Students investigated the biology and importance of plants, created 3D plant models, experienced the application of 3D modeling in augmented and virtual reality platforms, and disseminated their results. Before and after the module, students completed the Plant Awareness Disparity Index and answered reflection questions about its components—attention, attitude, relative interest, and knowledge. • Quantitative analysis revealed that after completing the module, more students had positive statements about attention, attitude, and knowledge about plants and showed higher relative interest toward plants than animals. Student reflections showed that plants were the most notable feature outdoors, and students had mainly positive feelings toward plants. However, many students wrote that animals were more interesting than plants. Most students acknowledged the importance of plants for humans and the environment. • Our results indicated that our 3D plant modeling module positively influenced student plant awareness. This module can be implemented in any educational learning environment for high school students, including in-person and virtually.
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- Award ID(s):
- 1949463
- PAR ID:
- 10522323
- Publisher / Repository:
- New Phytologist Foundation
- Date Published:
- Journal Name:
- Plants people planet
- ISSN:
- 2572-2611
- Subject(s) / Keyword(s):
- 3D modeling high school students plant awareness disparity plant science STEAM
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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