Learning Gardens and Sustainability Education: Bringing Life to Schools and Schools to Life

Murakami, Christopher D.

doi:10.1002/sce.21039

Cited by 3 publications

(4 citation statements)

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“…Expert practitioners consider that gardens are new educational spaces where activities for all educational stages can be implemented, and students' competences developed. Two characteristics of OLGs are particularly distinctive: they embrace living processes, which involves life lessons (Williams & Brown, 2012) and they provide close contact with nature, advocated by conservationist institutions (IUCN, 2016). They also provide ways for students to engage in food production, thus responding to a fundamental need identified by School Agroecology (Llerena & Espinet, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…In Spain, EE seems to be relevant for GBL practitioners, since the existing literature includes didactic implementations framed in currents such as Education for Sustainable Development, School Agroecology, and Education for Degrowth. Internationally, learning gardens have been related to sustainability education at primary and secondary education (Williams & Brown, 2012), and at higher education (Duram & Klein, 2015;LaCharite, 2016). Since the European educational system is based on competence development, some practitioners have proposed gardens as appropriate environments to develop students' competences for sustainability (Eugenio, Zuazagoitia, & Ruiz-González, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Identifying key issues for university practitioners of garden-based learning in Spain

Gozalbo

Pérez-López

Hurtado

2020

The Journal of Environmental Education

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The presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1 st National Meeting on organic learning gardens, we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were selected for co-occurrence analyses. The most important questions for university garden-based practitioners in the country are presented, related to actors involved, functions that gardens fulfill, strengths of these educational resources, and requirements for their consolidation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Identifying key issues for university practitioners of garden-based learning in Spain

Gozalbo

Pérez-López

Hurtado

2020

The Journal of Environmental Education

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“…They do so first by directly benefitting from a strong focus on positive education, as well as social-emotional learning (Collaborative for Academic, Social, and Emotional Learning (CASEL), 2013) and health (Morrison and Peterson, 2013). Also, thanks to a focus on problem-solving and outdoor learning (Williams and Brown, 2012), learners acquire the skills and competencies that are needed to prepare young generations for the 21st century -including critical thinking, communication, collaboration, creative problem solving, character education, and citizenship but also innovation, creativity, computer-enhanced learning and entrepreneurial mindsets (Fullan and Langworthy, 2013).…”

Section: Practical Examplesmentioning

confidence: 99%

Multi-level education for sustainability through global citizenship, territorial education and art forms

2023

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This article is aimed at addressing concepts, approaches and challenges that are both very characteristic of the era we are living in and that would also greatly benefit from being more and better integrated into our learning systems (both in the formal and non-formal educational systems and lifelong learning). Those issues and themes have emerged from, or have been exacerbated by, socio-economic systems in place since the middle of the 20th century, promoting amongst other things, a consumption society based on a linear over-exploitation of natural resources, the globalization of exchanges, a rapid urbanization process and not-always-harmonious mixes of cultures and communities. The COVID-19 pandemic seems to have culminated in triggering reflections on what matters most and, conversely, on what makes our world so un-sustainable and non-resilient. From these, a new momentum has been generated on reviewing where our efforts on teaching and learning about ‘sustainability’ got us to. Our focus here is on new approaches to education for sustainability at global, community and personal levels, as well as at levels that connect those. From linking the local to the global through ‘global citizenship,’ to experiential learning generated through practical projects such as urban agriculture, to an emotional involvement into understanding sustainability issues through art forms, we re-visit sustainability through the eyes of the learners, questioning the boundaries of the ‘sustainability educational project’ beyond the ones which, for (too) long, have paralleled those of neo-liberal reforms.

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“…Additionally, these gardens can lead to improved performance and well-being as a result of student engagement [7,8]. Many educators are re-discovering the value of gardens as places for learning in educational institutions, including school and university communities [9][10][11][12]. Teachers trust that gardens encourage academic instruction, and it was demonstrated that school gardening can improve students' test scores and school behavior [13].…”

Section: Benefits Of Educational Gardensmentioning

confidence: 99%

Impact of Educational Gardens and Workshop Activities on 8th-Grade Student’s Perception and Knowledge of Plant Biology

et al. 2022

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Educational gardens can be a significant resource in the promotion of environmental education, engaging both the school population and the general public. The main goal of the present study was to implement and assess a hands-on interventional program to promote knowledge and awareness of plant-related topics at a basic school level. We report on a hands-on educational project implemented with 8th-grade Portuguese students (mostly 13–14 years of age), associated with the establishment, on school grounds, of three educational gardens representing distinct Portuguese ecosystems. This was a collaborative project and encompassed several activities and subjects, including garden creation, plant propagation and plant care, plant identification, the study of form–function relationships, and lectures by plant researchers. A survey instrument with pre- and post-test assessments demonstrated the effectiveness of the program in raising student knowledge and awareness on topics centered around the native flora. Specifically, we noted that scores increased in all questions addressing different plant biology-related topics in the post-test assessment. This study supports the benefits of incorporating field/laboratory work and educational gardens in educational programs geared toward plant-oriented environmental education.

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Learning Gardens and Sustainability Education: Bringing Life to Schools and Schools to Life

Cited by 3 publications

References 0 publications

Identifying key issues for university practitioners of garden-based learning in Spain

Identifying key issues for university practitioners of garden-based learning in Spain

Multi-level education for sustainability through global citizenship, territorial education and art forms

Impact of Educational Gardens and Workshop Activities on 8th-Grade Student’s Perception and Knowledge of Plant Biology

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