An Evaluation of the Junior Master Gardener Program in Third Grade Classrooms

Abstract

<jats:p>Studies have shown gardening to have the potential to influence students in several positive ways. The hands-on and informal learning that occurs in these outdoor areas can be incorporated into all areas of the curriculum, fostering environmental awareness and increased interest in science. Junior Master Gardener (JMG) was chosen to be evaluated in 14 Indiana third grade classrooms as little formal classroom usage data exists for the program. It was hypothesized that the use of the program could help improve agriculture awareness and knowledge in youth. Quantitative and qualitative instruments and observations were utilized in a effort to evaluate knowledge gain and change of attitude towards the topics covered by the JMG curriculum; science, horticulture, and the environment. Student pre- and posttest results indicated overall significant gains in knowledge and attitudes. Performance was not attributed to student age, gender, race, or location of the school, although those schools with a garden achieved more positive gains in attitude and specific performance varied according to classroom. Qualitative data also indicated that the students enjoyed the program, shared what they learned with others, and wanted to participate in more JMG and gardening type activities. Teachers indicated that they were satisfied with the program in their classrooms and planned to reuse their JMG materials for future classes.</jats:p>

Impact of School Nutrition Garden on the Nutrient Intake of Children

“…In addition, school gardens allow children to develop life skills in areas such as nutrition, leadership, and decision making. Benefits of Garden-Based Learning for Children improves knowledge of nutrition, food preferences, and consumption of fruits and vegetables [1,2,3] Integration of multiple subject areas, enhances overall academic achievement provides children with understanding of agriculture and the environment [4,5] improves life skills, self-esteem, social skills and behavior [6]. Although the 2013 District-Level Household and Facility Survey (DLHS-4) reveals that the maternal mortality rate in Karnataka has dropped from 178 in 2008 to 133 in 2013, Karnataka is still way behind its southern peers on maternal health [7].…”

Online Teaching Resources about Medicinal Plants and Ethnobotany

“…School gardens provide significant benefits, including increased consumption of fresh fruits and vegetables (e.g., Canaris, 1995; Pothukuchi, 2004) and significantly higher scores on science achievement tests (Klemmer et al , 2005; Dirks and Orvis, 2005; Smith and Motsenbocker, 2005). School gardens would be a great extension activity for students of all ages.…”

Teacher perceptions of the educational goals of the Education and Resiliency Through Horticulture program

“…Plants are the main feature associated with school gardens and are a very important part of life. The evaluation of one garden program found that by the end of the program, third grade students realized that they cannot survive without plants (Dirks & Orvis, 2005). Student involvement in a school garden program can also pique the interest of the students to the science which can lessen the false impression that science is a difficult and dry subject (Dirks & Orvis, 2005).…”

“…Although the majority of activities take place directly in the gardens, school garden topics can be brought into the classroom through other avenues. The use of supporting texts to create student work and assessments is one way to incorporate the garden topics into the class (Dirks & Orvis, 2005). As the number of school garden programs increase, online materials can help teachers get started.…”

“…When invited to try the eggplant "taster" baba ghanoush, the students didn't hesitate. Dirks & Orvis (2005) promote the use of supporting texts to create student work and assessments as a way to incorporate garden topics into the classroom. This option was used by the English teachers at GHS.…”