Fostering the educational role of plants through the development of an alternative teaching aid for maths

Akoumianaki‐Ioannidou, A.; Chatzaki, M.; Koutsouris, Alex

doi:10.17660/actahortic.2017.1189.9

Cited by 1 publication

(7 citation statements)

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“…Among the research studies considered, five were qualitative, for which interviews or questionnaires had been performed with questions for members of the educational community [40,43,45,54,55]. We detected six quantitative [48,50,53,57] and four mixed-method studies [48,50,53,57]. No less valuable were six other studies that recount experiences, shown in Table 1 [38,39,44,47,49,51], which can be replicated.…”

Section: Methodsmentioning

confidence: 97%

“…Finally, two studies analyse productions carried out in the school environment in analogue format: graphs, written answers, and so forth. Not all studies specify which computer tools they use to analyse the instruments: [21,42] use R Studio; [40] used QSR NUD*IST and [50] opted for SPSS.…”

Section: Research Instrumentsmentioning

confidence: 99%

“…Unspecified [11,40,42,44,48,49,56] Plants [50,53,55] Amphibians, turtles, and serpents; insects and diseases; fruits and dried fruits, vegetables and herbs. [51] Focus on the natural world, nutrition, and health.…”

Section: Curricular Content Referencementioning

confidence: 99%

“…Unspecified [11,40,42,49] Addition, division, and logic through plants [56] Measurement [38,44,47,51,53,55] Numbers [38,44,53] Geometry [38,45,50,55] Statistics and probability [38,45,47] Proportions [55] Fine and gross motor skills [44] We certainly found that no studies aim to cover specific content, whether in the experimental sciences or mathematics, in the context of the school garden, in a structured or comprehensive way, by affirming that they use documents of the current rules and regulations of their state or country as a reference. As we already highlighted, the studies use contents from both subject areas, but only circumstantially; in other words, they adapt to the specific school garden experience that they wish to cover.…”

Section: Curricular Content Referencementioning

confidence: 99%

“…For this reason, we decided not to divide this group. We found 18 studies in this age range [11,[38][39][40][41][42][45][46][47][48][49][50][51][52][53][55][56][57]. Moreover, of those mentioned in the first group, only one [11] also belonged to the third group.…”

Section: Ages Of the Participantsmentioning

confidence: 99%

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Mathematical and Experimental Science Education from the School Garden: A Review of the Literature and Recommendations for Practice

2022

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The much-needed interest in promoting a healthy lifestyle among school-age students has found a context for development: school gardens. There are numerous studies where using gardens as a teaching–learning context also improves students’ performance in the experimental sciences. In this study, we proposed another interest that sets it apart and adds motivation: combining curricular mathematics with experimental science content in this context. The search for possible studies in the scientific literature has gave rise to the review presented herein. From this review, we obtained 21 studies, from which we extracted a series of categories: whether research was undertaken and with which tools; which curricular contents were covered and the impact produced; the ages of the participants and duration of the project; and, finally, whether the garden was cultivated. The main conclusion of this search was the lack of a clear line of research linking school gardens, the experimental sciences, and mathematics, in addition to the scant presence of studies framed in this context. For that reason, we send a call to action to the scientific community encouraging the interdisciplinarity of the two aforementioned subjects within the context of school gardens.

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