Analyzing teacher narratives in early childhood garden-based education

Murakami, Christopher D.; Su‐Russell, Chang; Manfra, Louis

doi:10.1080/00958964.2017.1357523

Cited by 19 publications

(10 citation statements)

References 25 publications

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“…They moreover allow students gaining outdoor experiences, which is valuable since a growing body of empirical evidence exists on the fact that outdoor classrooms increase wellbeing and boost subsequent classroom engagement ( Kuo et al, 2018 ; Largo-Wight et al, 2018 ), and on the impacts of greening schoolyards on children’s health and wellbeing ( Kelz et al, 2013 ; Van Dijk-Wesselius et al, 2018 ). Finally, they are versatile tools that can be used throughout all educational stages: pre-school education ( Murakami et al, 2018 ; McMillen et al, 2019 ), primary education ( Nury et al, 2017 ; Dyg and Wistoft, 2018 ), secondary education ( Ruiz-Gallardo et al, 2013 ; Eugenio et al, 2017 ), and higher education ( LaCharite, 2016 ; Eugenio-Gozalbo et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations

2020

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The educational use of daily-life contexts is considered a valuable strategy to promote meaningful science learning, since it facilitates the establishment of connections between previous knowledge, personal interests, and new learning. The aim of this work is to provide evidence to support the presence of gardens at educational centers, by assessing key science topics whose learning is promoted at the preschool, primary, secondary, and university stages. To this end, we analyzed the paired graphic representations of "a garden" that students drew both before and after their participation in a garden-based learning program. Firstly, we obtained the frequency of appearance of every represented element, and afterward characterized the level of change between paired graphic representations. Sample size was of 24-19-25-29 pairs per stage, respectively. Across all stages, an overall improvement in students' graphic expression was observed, which can be attributed to their experience in the space. At the preschool stage, the garden favored the establishment of some simple cause-effect relationships which were consolidated at the primary stage, and provided a climate of motivation and affectivity that was evident in the final drawings, given the enormous quantity of details represented, the level of the finished product, and the careful combination and variety of colors. The presence of elements related to water notably increased in final graphic representations from preschool , primary, and secondary education, thus evidencing that the use of gardens facilitates an approach to responsible water management. At the university stage, students initially demonstrated good knowledge of conventional agriculture, while the gardening experience-which was based on permaculture practices-helped evolve their ideas toward an alternative model of cultivation. The most prevalent science learning across all stages was related to plant knowledge, particularly to their anatomical traits and diversity. Finally, the role of educational gardens as models for students was evidenced, which suggests the importance of teachers and institutions carefully considering which model to offer.

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Section: Introductionmentioning

confidence: 99%

Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations

2020

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“…The current research was motivated by such literature. Overall, Sanders (2007), Ohly et al (2016), and Murakami et al (2018 suggested that SBGs remain under-researched in terms of teachers' teaching and learning process, conceptual understanding, and teaching practice in this informal learning environment. Duschl et al (2007) defined LPs as "descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as children learn about and investigate a topic over a broad span of time" (p. 219).…”

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confidence: 99%

Use of Comic-based Learning Module in Physics in Enhancing Students’ Achievement and Motivation

Badeo

Koc

2021

SEI

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This study investigated the effect of using a comic-based learning module in Physics as a learning tool on students’ conceptual understanding and motivation. A mixed method approach using a quasi-experimental pre-test-post-test design was used in this study. An adapted 50-multiple choice test items and the physics version of the “Science Motivation Questionnaire-II’ (SMQ-II) were used to measure changes of students” conceptual understanding and motivation respectively. Two intact classes of 68 Grade 8 students in a public school in Cavite, the Philippines participated in this study with corresponding parental consent. Quantitative data were analyzed using Paired-Sample t-test and qualitative data were gathered from students’ interviews. After the integration of the comic-based learning module for 4 weeks, results showed that it provided significant increase on students’ conceptual understanding in Physics. Meanwhile, the four components of students’ motivation such as intrinsic motivation, self-efficacy, self-determination, and grade motivation showed significant increase. Finally, students’ learning experience on the use of the module as revealed on focus group discussion showed that the module helped them to understand better the Physics topics being discussed and to become more motivated to learn Physics. Future studies would have to consider the appropriateness and suitability of comic-based learning module in other subject areas and grade levels.

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“…The lack of field experience and the opportunity for students to discover and observe the environment compared to recording scientific facts in the classroom will limit the potential of students to identify the science process in the basic education order (Tugurian & Carrier, 2017). By involving various sensory functions and direct experience in science-focused learning, primary students are able to better connect their understanding about nature, physics, and social aspects (Meng & Trudel, 2017;Murakami, Su-Russell, & Manfra, 2018). A more advanced step is to introduce multi representational learning at the high school or college level.…”

Section: Sustainable Learning Processmentioning

confidence: 99%

Using Four-Tier Diagnostic Tests to Understand the Conceptions Held by Pre-Service Primary School Teachers about Sea Pollutant Migration

Sopandi¹,

Sukardi²

2020

Review of International Geographical Education Online

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The territory of Indonesia is dominated by vast oceans. Therefore, Indonesian citizens should be equipped with a deep understanding about sea currents and sea pollution. This study aims to identify the conceptions held by pre-service primary school teachers about both sea currents and sea pollutant migration. The study also aims to identify whether pre-service primary school teachers see a relationship occurring between those conceptions. The study involved 147 pre-service primary school teachers from one of Indonesia's teacher training institutions. Four-tier diagnostic tests were used to gather data about the conceptions of pre-service primary teachers. The data were interpreted and analyzed in a descriptive quantitative method. The results showed that pre-service primary school teachers' conceptions about sea currents and sea pollutant migration were mostly in the category of 'misconception' and 'have no conception'. The correlation test about the ability of pre-service primary school teachers to explain the concepts of sea currents and sea pollutant migration was also not significant. The results of this study indicate a need to improve the quality of teaching and learning for pre-service primary school teachers about convection by linking it to sea currents and sea pollutant migration.

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Analyzing teacher narratives in early childhood garden-based education

Cited by 19 publications

References 25 publications

Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations

Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations

Use of Comic-based Learning Module in Physics in Enhancing Students’ Achievement and Motivation

Using Four-Tier Diagnostic Tests to Understand the Conceptions Held by Pre-Service Primary School Teachers about Sea Pollutant Migration

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