Elementary School Garden Programs Enhance Science Education for All Learners

Rye, James; Selmer, Sarah; Pennington, Sara; VanHorn, Laura; Fox, Sarah; Kane, Sarah

doi:10.1177/004005991204400606

Cited by 28 publications

(11 citation statements)

References 2 publications

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“…The instruction in the science summer school gave the students opportunities to collect their own plant specimens, plant their own trees, take photos of the plants, and smell them. The literature commonly reports that gardenbased, outdoor and/or active interaction of learners with plants has positive effects on their knowledge about plants (e.g., Fan ovi ová & Prokop, 2011; Rye et al, 2012) and attitudes toward plants (e.g., Lohr & Pearson-Mims, 2005). The effects of the instructional integration of disciplines in the present study have not been compared with those of other commonly praised methods, such as outdoor or garden-based teaching.…”

Section: Results Of Semi-structured Interviewsmentioning

confidence: 99%

Integrating Botany with Chemistry & Art to Improve Elementary School Children’s Awareness of Plants

Çìl

2015

The American Biology Teacher

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Students need to be aware of plants in order to learn about, appreciate, care for, and protect them. However, research has found that many children are not aware of the plants in their environment. A way to address this issue might be integration of plants with various disciplines. I investigated the effectiveness of an instructional approach based on integration of botany with chemistry and art for increasing students' awareness of plants. The study was carried out in a science summer school for 10-to 12-year-old students (n = 25). A plant awareness questionnaire and a plant blindness test were used as pretests and posttests to assess the effects of the instruction on the students' plant awareness. Semi-structured interviews were also conducted with the students after instruction. The results indicated that integrating plants with various disciplines might overcome the learning problem of students associated with their "plant blindness." Moreover, this instructional approach can provide students opportunities to learn the names of plants and some concepts in the botanical discipline, as well as help them understand the relationship between plants and other disciplines.

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Section: Results Of Semi-structured Interviewsmentioning

confidence: 99%

Integrating Botany with Chemistry & Art to Improve Elementary School Children’s Awareness of Plants

Çìl

2015

The American Biology Teacher

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“…Teacher education programs can share examples of sustainability initiatives that were designed for or inclusive of children with disabilities. For example, the experiential aspect of garden-based learning supports all students in learning about life cycles and food production (Rye et al, 2012). Similarly, recycling programs are concrete, direct ways for students with cognitive disabilities to participate in and learn about sustainability initiatives (Clark, 2013).…”

Section: Implications For Teacher Educatorsmentioning

confidence: 99%

Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course

Merritt

Archambault

Hale

2018

Discourse and Communication for Sustainable Education

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The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability more than implementing sustainability into the curriculum. Read-aloud books and videos were used frequently, suggesting the need for available high quality children’s books and videos on sustainability topics. Supports that were most helpful to teachers included school-wide initiatives, curricular and instructional resources, like-minded colleagues and supportive administrators. Lack of time and alignment with curricula were barriers that hindered some teachers’ progress, suggesting the importance of systemic curricular reform that brings awareness to the Sustainable Development Goals.

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“…Využití školních zahrad nabízí podle některých autorů velkou příležitost pro výuku přírodních věd (Rye et al, 2012). Vybavenost českých škol zahradou či pozemkem bylo předmětem několika průzkumů.…”

Section: Výsledky šKolní Zahrady a Využití šKolních Pozemkůunclassified

Terénní výuka ve formálním vzdělávání

Činčera¹,

Holec²

2016

Envigogika

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The study summarizes the results of more than 70 studies analyzing the impact of outdoor formal education programs on students’ knowledge, attitudes, skills, beliefs, and behavior. We found a prevailing evidence of the benefits of outdoor programs, in both an absolute sense and relative to indoor lessons. The most significant barrier to extending outdoor formal education programs we identified was the concept of outdoor education as it is perceived by school teachers and administrators. In the study, we call for a “blended” educational approach merging indoor and outdoor educational settings to maximize the impact on students.

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Elementary School Garden Programs Enhance Science Education for All Learners

Cited by 28 publications

References 2 publications

Integrating Botany with Chemistry & Art to Improve Elementary School Children’s Awareness of Plants

Integrating Botany with Chemistry & Art to Improve Elementary School Children’s Awareness of Plants

Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course

Terénní výuka ve formálním vzdělávání

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