Development and Application of Horticultural Kit for Children’s Horticulture Education

Kwack, Hye Ran

doi:10.11628/ksppe.2021.24.6.595

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…Gardening kits also function as symbols of greenness, ecological soundness, and sustainability. Gardening kits are in demand for extracurricular activities in childhood education, as well as in horticulture therapy, public programs, and by a variety of individuals [2,3]. Their importance as a tool against social distancing increased during the COVID-19 pandemic [4].…”

Section: Introductionmentioning

confidence: 99%

Recycled Waste Leaf Litter Pots Exhibit Excellent Biodegradability: An Experimental Analysis

Ko,

Chung,

Park

et al. 2023

Horticulturae

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The growth of the gardening kit market could result in the increased wasting of nursery pots, which are usually made of plastic. Replacing these pots with biodegradable pots made from green waste could have benefits for climate mitigation, the circular economy, and the greenness of gardening. To address this, we introduce a prototype recycled waste leaf litter (RWLL) nursery pot. Via an incubation experiment over 90 d, we examined their biodegradability and effects on microbial enzyme activity and inorganic nitrogen concentration, comparing them with commercially available biodegradable pots, namely peat–paper mixture pots (also known as Jiffypots®) and coco-coir pots. The effects of pot thickness were tested. Based on mass loss during incubation and on soil CO2 efflux, the RWLL pots exhibited excellent biodegradability, regardless of their thickness, with decomposition rates and soil CO2 efflux 1.5–6 times greater than other biodegradable pots. Biodegradability, extracellular enzyme activity, and soil inorganic nitrogen content were not affected by RWLL pot thickness or by the presence or absence of a plant in the soil. Unlike in natural ecosystems, leaf litter is treated as waste in urban green spaces, and its decomposition into soil organic matter is prevented. Creating plant pots from leaf litter enhances soil quality, reduces atmospheric carbon emissions, and satisfies the desire of gardeners for greenness.

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Section: Introductionmentioning

confidence: 99%

Recycled Waste Leaf Litter Pots Exhibit Excellent Biodegradability: An Experimental Analysis

Ko,

Chung,

Park

et al. 2023

Horticulturae

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“…Accordingly, horticultural activities allow people to feel the mystery of life by experiencing the growth process of the plants they grow (Montessori, 1964), and to view living things with respect by cherishing the plants (Kwack and Kwack, 2000;Kim, 2008;Kim, 2020). People can also understand natural conditions and cycles, and feel the importance of surrounding nature and living things (Yang, 2005).…”

mentioning

confidence: 99%

The Effect of Horticultural Activity Experience in Childhood on Bioethics of University Students

Lee

2023

J. People Plants Environ

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Background and objective: The experience of caring for plants through horticultural activity makes life valuable and precious. This study was conducted to find out the relationship between horticultural activity experience in childhood and the bioethics of university students.Methods: 159 university students living in Seoul and the metropolitan area were surveyed on general matters, horticultural activity experience, and bioethics. The collected data were analyzed by conducting descriptive analysis on general characteristics and horticultural activity experience using SAS 9.4, and the Mann Whitney U and KrusKal-Wallis Test, as well as Dunn post-hoc test for Kruskal-Wallis were conducted to determine the difference in bioethics depending on horticultural activity experience.Results: First, there was no significant difference in bioethics scores depending on horticultural activity experience in childhood. Second, for type of horticultural activity experience, the bioethics scores of the group that had 'solo experience' of horticultural activity were significantly higher than the other two groups (p < .01). Third, for duration of horticultural activity experience, the bioethics scores showed significant results in the subjects with less than 1 year of solo experience compared to those with less than 1 year of group experience and with at least 1 year of group experience (p < .05). Fourth, as a result of examining the type of plants experienced by the group with less than 1 year of solo experience, vegetables and cacti and succulents accounted for 46.7%. For the type of activity, sowing accounted for the highest ratio (80%), followed by planting seedlings (13.3%) and repotting (6.7%).Conclusion: As a result of examining the relationship between horticultural activity experience in childhood and bioethics of university students, it was found that those with solo experience had higher bioethics than those with group experience, and those who had less than 1 year of experience had higher bioethics than those who had at least 1 year of experience. As for the type of plant and activity experienced by the subjects, the highest ratio was found in vegetables.

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“…

Horticultural activities are the easiest and closest way to experience nature, and are an effective means for children to effectively obtain emotions (Kwack and Kwack, 2000). Horticultural therapy using this horticulture as a medium is rapidly being proved effective in individual case studies and group programs for children.

…”

mentioning

confidence: 99%

A Meta-analysis of Horticultural Therapy Programs for Children: Focusing on Journal Articles

Kim,

Yun,

Chang

2023

J. People Plants Environ

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Background and objective: This study analyzed the effects of horticultural therapy programs for children using meta-analysis. It aims to provide logical grounds and basic data for practical intervention plans in educational settings.Methods: For analysis, out of total 498 papers published in journals from 2000 to 2022 under the keywords 'gardening (or horticulture) for children' and 'elementary gardening (or horticulture)', 35 articles were finally selected and analyzed, excluding those redundant or integrated with other age groups or programs.Results: First, the overall average effect size of horticultural therapy programs for children was 0.795, which was a medium size. Second, the average effect size for each dependent variable was the largest in the cognitive domain at 1.153, followed by the social domain, the psycho-emotional domain, and the physical domain. Third, the average effect size according to the grade of the subjects was the largest at 0.955 in the upper grades, followed by the lower grades and mixed grades. Fourth, as a result of meta-regression analysis, shorter time per session resulted in higher effectiveness of horticultural therapy programs for children (p = .001).Conclusion: In this study, the meta-analysis results showed that the most effective way to increase children's activity effectiveness in horticulture activities using plants is to conduct activities once a week, for 10 sessions or less, and with a time of less than 60 minutes per session.

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Development and Application of Horticultural Kit for Children’s Horticulture Education

Cited by 3 publications

References 7 publications

Recycled Waste Leaf Litter Pots Exhibit Excellent Biodegradability: An Experimental Analysis

Recycled Waste Leaf Litter Pots Exhibit Excellent Biodegradability: An Experimental Analysis

The Effect of Horticultural Activity Experience in Childhood on Bioethics of University Students

A Meta-analysis of Horticultural Therapy Programs for Children: Focusing on Journal Articles

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