Nutrition-based STEM Education in Community Public Libraries Promotes Science Learning: A Pilot Study

This pilot study examined perceived science learning and attitudes of school children participating (n=100) in a 4-lesson nutrition-based STEM (science, technology, engineering, and math) education backpack program offered at a public library in the rural, Appalachian, Southern United States (Appalachian Mississippi). Using a constructivist theoretical framework, a 4-lesson take-home, backpack program (Growing Peanuts and Beans; Making Butter; Popping Corn; Sprouting Spuds) was developed in collaboration with public library staff and implemented in an informal learning environment (rural community library) for youth in kindergarten through eighth grade. Prior to implementation, lessons were piloted, evaluated, and revised using youth feedback. A drive-through distribution was utilized. Backpack science kits included all STEM materials/supplies/books, postage-paid evaluation postcards, and shelf-stable lunches and snacks meeting USDA summer feeding guidelines. Twenty-three of 100 youth participants (23% response rate) returned at least one evaluation postcard. Participants were primarily female (65%), Non-Hispanic (90%), White (90%), and in kindergarten through second grade (54.5%). Overall, the program significantly improved (p<.05) attitudes toward science (e.g., science is cool, science is fun) and toward doing science experiments. While perception of the library being “a good place to find science information and activities” did not significantly improve from pre- to post-program, ratings were high at both pre- and post-program, with over 85% “agreeing” or “super-agreeing.” The majority of youth “agreed or super-agreed” that they: 1) learned about science from the activities (94.2%); 2) liked doing the science activities (94.3%) and reading the related books (90.4%); 3) had fun completing the activities (98.1%); 4) would recommend the activities to others (94.2%); and 5) would do the activities again (93.3%). Nutrition-based STEM education promotes perceived science-learning and attitudes, warranting further development and implementation of nutrition-based science kits for public libraries across Mississippi to promote both science-learning and pursuit of science and health careers.