Gardening for Homonyms: Integrating Science and Language Arts to Support Children's Creative Use of Multiple Meaning Words

Luna, Melissa J.; Rye, James; Forinash, Melissa R.; Minor, Alana

doi:10.1080/00368121.2015.1102698

Cited by 6 publications

(6 citation statements)

References 18 publications

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“…According to several studies, school garden teaching is characterised by its high degree of hands-on experience, experiential learning processes and student participation. We view these as essential teaching methods, and they are consistently emphasised as an essential difference between traditional indoor classroom teaching and outdoor school garden teaching (McCarty 2010;Fisher-Maltese 2013;Luna et al 2015;Pigg, Waliczek and Zajicek 2006;Selmer et al 2014;Williams and Dixon 2013;Winters, Ring and Burriss 2010;Wood 2010). The definition of the term "traditional indoor classroom teaching" is often vague in the cited studies; and it is our interpretation that scholars often regard the meaning of this term as a matter of simple common sense.…”

Section: Thread 2 Essential Teaching Methodsmentioning

confidence: 99%

“…Integrating indoor classroom teaching with the school garden and vice versa Research into learning environments addressing outdoor education, out-of-school learning or placebased learning often draws a distinction between the indoor classroom and the specific learning environment of interest (Peacock and Pratt 2011;Zandvliet 2012). Several of the studies mapped here also draw this distinction, with the school garden and indoor classroom being presented as distinct entities (Luna et al 2015;Pascoe and Wyatt-Smith 2013;Rye et al 2012;Selmer et al 2014;Smith and Motsenbocker 2005;Winters, Ring and Burriss 2010). We believe that this distinction entails the risk of presenting the two learning environments as contrasting or incompatible, which is problematic because this is not the case.…”

Section: Thread 3 Collaboration As a Necessity For Successful Subject...mentioning

confidence: 98%

“…(Blair 2009), (Graham et al 2005), (Hazzard et al 2011) Combination of indoor and outdoor teaching. (Luna et al 2015), (Pascoe and Wyatt-Smith 2013), (Selmer et al 2014), (Smith and Motsenbocker 2005), (Winters, Ring and Burriss 2010) Experiential learning as an essential teaching method. (Berezowitz et al 2015), (Blair 2009), (Fisher-Maltese 2013), (Klemmer, Waliczek and Zajicek 2005), (Pigg, Waliczek and Zajicek 2006), (Selmer et al 2014), (Williams and Dixon 2013) Formal and informal teaching.…”

Section: Table 1: List Of Studies and Their Themesmentioning

confidence: 99%

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Investigating the effectiveness of subject-integrated school garden teaching

Christensen

Wistoft

2019

Journal of Outdoor and Environmental Education

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Section: Thread 2 Essential Teaching Methodsmentioning

confidence: 99%

Section: Thread 3 Collaboration As a Necessity For Successful Subject...mentioning

confidence: 98%

Section: Table 1: List Of Studies and Their Themesmentioning

confidence: 99%

See 1 more Smart Citation

Investigating the effectiveness of subject-integrated school garden teaching

Christensen

Wistoft

2019

Journal of Outdoor and Environmental Education

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“…Common skills shared by both disciplines include observation, experimentation, problem solving, and openness to change (Chessin & Zander, 2006). Collaborative studies indicate increased interest in science through curiosity, cognitive effort to artistically visualize scientific concepts (Ursyn & Sung, 2007), collaboration with professional artists (Gurnon, 2013), and project/outdoor work (Luna & Rye, 2015).…”

Section: Benefits Of Science Integration Into Artmentioning

confidence: 99%

Exploring Preservice Teachers' Still Life Paintings of Crystals in Artist-Focused Versus Science-Focused Lessons

Hussain¹

2019

Proceedings of the 2019 AERA Annual Meeting

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An experimental study conducted with preservice teachers determined whether science integration into arts education increases demonstration of science facts and creative features in artwork. Two conditions featuring slideshow introductions of mineral crystal-themed paintings were created: artist-focused and science information-focused. In both conditions, participants created gouache still-life paintings of crystals, and completed an attitude survey. Results indicated science integration into visual arts class increased creativity for the artist-focused condition and science concept incorporation into paintings in the science-focused condition. Participants in both conditions reported high levels of enjoyment, alluded to lack of experience with arts, and expressed the desire for more exposure because of emotional benefits.

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“…Notably, food education research usually focuses on interventions that take place outside of the mandatory curriculum, are short or fixed term and lack progression of learning throughout the primary years, unlike other subjects such as mathematics. A few studies do explore food education taught within mandatory curriculums [ 45 , 46 , 47 ]. One study [ 48 ] used food to teach mathematics and science curriculums in hands-on sessions with 4th grade students finding the intervention more effective than the control in increasing food and multidisciplinary science knowledge.…”

Section: Introductionmentioning

confidence: 99%

How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis

Smith

Wells

Hawkes

2022

IJERPH

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(1) Background: As one of the biggest drivers of health and climate change, the food system has unrealised potential to influence consumption toward affordable, healthy, sustainable diets. A range of policy levers, including mandating food education, are needed. Schools are considered the best place for food education and childhood is a crucial period when eating habits that persist into adulthood are formed. Food education as part of the curriculum is crucial in generating population shifts in food systems improvements. The purpose of this policy analysis was to analyse mandatory curriculums in different countries to explore the ways in which primary school food education addresses food literacy. (2) Methods: This study analyses how food education within primary school education policy, in 11 countries, addresses Food Literacy (FL). It is the first study of this kind. A case study methodology was employed, and curriculum policy content analysis was conducted using a Food Literacy framework. (3) Results: Each country has a curriculum dedicated to food education, supported by food education in non-food curriculums. There is no standardized approach to primary school food education policy, no consensus in primary food education nomenclature or what curriculums constitute. Curriculums focus on cooking and health topics, but significantly less on social-cultural, equity, and sustainability issues. (4) Conclusion: How primary curriculums around the world deliver food education policy to address FL varies enormously. All 11 countries have dedicated food curriculums, supported by non-food curriculums, but there is no consensus as to what food education is called or constitutes. Countries rarely deal with FL comprehensively. The most comprehensive are single, detailed food curriculums, complemented by non-food curriculums where food knowledge and skills progress clearly and are the intended learning outcome.

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Gardening for Homonyms: Integrating Science and Language Arts to Support Children's Creative Use of Multiple Meaning Words

Cited by 6 publications

References 18 publications

Investigating the effectiveness of subject-integrated school garden teaching

Investigating the effectiveness of subject-integrated school garden teaching

Exploring Preservice Teachers' Still Life Paintings of Crystals in Artist-Focused Versus Science-Focused Lessons

How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis

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