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The core component of this study was a five-week summer camp that provided Arduino and robotics workshops and group activities to girls in grades 6-11. All activities were structured to ensure that learning took place in a constructivist environment. The camp was designed as a program to increase girls’, especially minorities’ participation in computer science and engineering. Key elements of camp participants’ STEM interest, self-efficacy, and contextual factors were measured both before and after the camp. With the collection and analyses of the survey data, our present study is to examine how constructivist learning environment may impact adolescent girls’ STEM learning and interests. 

This study collected data from a five-week summer camp that provided programming workshops and engineering-based group activities to girls in grades 6-11. The camp was part of the actions designed to increase girls’, especially minorities’, participation in computer science and engineering. All activities were designed to ensure that learning took place in a constructivist environment. With the collection and analyses of survey data, the objective of this study is to examine whether and how a constructivist learning environment impacted adolescent girls’ STEM interests beyond their gains in STEM knowledge and self-efficacy. 

This is a quantitative study that examines how constructivist learning in a summer camp impacted middle school and high school girls’ STEM knowledge, self-efficacy, and ultimately, their interests in future STEM learning and growth. An online survey was used to collect information from thirty-one girls at the end of a five-week summer camp. The results are mostly confirmative of past studies that used student-centered project-based authentic STEM learning with significant gains in students’ understanding of STEM, self-efficacy, and interests in STEM for future development. The unique contribution of the study, though, is the finding that, when given the opportunity to engage in active learning and problem-solving, girls’ interest in STEM subjects could be substantially boosted; the constructivist learning environment along with their gains in STEM knowledge can compensate any insufficiency in self-efficacy in this regard. This study provides insight about the importance of instructional approach in STEM education. 

Societal Impact StatementGiven the rapidly increasing drought and temperature stresses associated with climate change, innovative approaches for food security are imperative. One understudied opportunity is using feral crops—plants that have escaped and persisted without cultivation—as a source of genetic diversity, which could build resilience in domesticated conspecifics. In some cases, however, feral plants vigorously compete with crops as weeds, challenging food security. By bridging historically siloed ecological, agronomic, and evolutionary lines of inquiry into feral crops, there is the opportunity to improve food security and understand this relatively understudied anthropogenic phenomenon. SummaryThe phenomenon of feral crops, that is, free‐living populations that have established outside cultivation, is understudied. Some researchers focus on the negative consequences of domestication, whereas others assert that feral populations may serve as useful pools of genetic diversity for future crop improvement. Although research on feral crops and the process of feralization has advanced rapidly in the last two decades, generalizable insights have been limited by a lack of comparative research across crop species and other factors. To improve international coordination of research on this topic, we summarize the current state of feralization research and chart a course for future study by consolidating outstanding questions in the field. These questions, which emerged from the colloquium “Darwins' reversals: What we now know about Feralization and Crop Wild Relatives” at the BOTANY 2021 conference, fall into seven categories that span both basic and applied research: (1) definitions and drivers of ferality, (2) genetic architecture and pathway, (3) evolutionary history and biogeography, (4) agronomy and breeding, (5) fundamental and applied ecology, (6) collecting and conservation, and (7) taxonomy and best practices. These questions serve as a basis for ferality researchers to coordinate research in these areas, potentially resulting in major contributions to food security in the face of climate change.