Methods and Strategies: Garden-Based Learning: It’s Just the Berries!

Rye, James; Rummel, Sarah; Forinash, Melissa R.; Minor, Alana; Scott, H. R.

doi:10.2505/4/sc15_052_08_58

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…Also the practitioner literature discusses both indoor and outdoor contexts in which GBL can take place. For example, GBL can occur outdoors year round via simple engineering design (e.g., low tunnels) to produce and study micro-climates (Rye et al, 2012), while the indoor classroom, too, provides abundant opportunities for GBL, ranging from vermicomposting (Carroll, 2009) to germination of seeds (keeley, 2011) to nurturing seedlings to fruition in indoor container gardens with supplemental grow lights (Rye, Rummel, Forinash, Minor, & Scott, 2015). The fact that GBL involves indoor learning spaces is especially relevant to school systems located in colder climates in which the outdoor growing season for most produce is short in duration.…”

Section: Introductionmentioning

confidence: 99%

Insights into Teachers’ Experiences Implementing Garden-Based Learning: Characterizing the Relationship between the Teacher and the Curriculum

Selmer

Luna

Rye

2015

Teachers College Record: The Voice of Scholarship in Education

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Background/Context This study seeks insights into teachers’ experiences implementing Garden-Based Learning (GBL) in an elementary school. The breadth of studies supporting the use of GBL in K–8 schools in the United States alongside the paucity of studies specific to teachers’ experiences implementing GBL highlights the importance of this work. Purpose Our study uses Remillard's framework for characterizing and studying teachers’ interactions with curriculum materials specifically in the context of GBL. We believe that exploring the dynamic relationship between teachers and a GBL curriculum may help those involved in supporting teachers in implementing GBL to gain a deeper understanding of the complexity of the teacher/GBL curriculum relationship. This research examined teachers’ GBL implementation experiences in order to answer the following research question: How do we describe and characterize teachers’ interactions with GBL curriculum materials? Research Design Twenty teachers employed from one elementary school were interviewed using a semistructured task-based protocol resulting in a teacher-created diagram of supports and challenges he/she encountered while implementing GBL over the past year. The diagram was used as a tool to stimulate and access teachers’ thinking about these supports and challenges in order to provide insight into the teacher and curricular resources at play when implementing GBL. Findings/Results Using a grounded theory analysis of each participant's diagram, we characterized each teacher's participatory relationship with GBL. We found 13% of supports and challenges elicited from all teachers had a teaching and learning focus. On an individual level, supports and challenges had a substantial teaching and learning focus for only two teachers. Thirteen teachers were characterized as having a pragmatic focus. Of the seven teachers characterized to have an experiential focus: supports and challenges focused more so on what students were doing for four teachers and more so on what teachers were doing for three teachers. Conclusions/Recommendations We used Remillard's framework to investigate and characterize the participatory relationship between teachers and the GBL curriculum. The resulting characterizations provide insight for supporting GBL teacher learning contexts and will help guide future research. Based on this study, it is critical that individuals involved in educational change continue trying to understand and develop spaces for teacher learning. These spaces should move beyond traditional professional development focused on teacher participation toward experiences focused on teacher learning within and across their teaching contexts.

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Section: Introductionmentioning

confidence: 99%

Insights into Teachers’ Experiences Implementing Garden-Based Learning: Characterizing the Relationship between the Teacher and the Curriculum

Selmer

Luna

Rye

2015

Teachers College Record: The Voice of Scholarship in Education

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“…Among senior adults, improvements in mastery and selfrated health (p = .001 for both, n = 18) following a 4-week indoor gardening program at a nursing home (Collins & O'Callaghan, 2008), as well as perceptions of connectedness with others and ability to learn new things following a 6-month biweekly virtual gardening program for senior adults (n = 30) have been reported (University of Nevada, Reno Extension, 2021). Research with preschool and elementaryaged students has aimed to improve knowledge of nutrition and edible plants (Davis et al, 2015;Rye et al, 2012Rye et al, , 2015, vegetable knowledge (Hanbazaza et al, 2015), and willingness to try new vegetables (Sarti et al, 2017). However, given that the widespread use of virtual classes for community programming is relatively new, there is little formal research on whether using this format to encourage container gardening would help adults overcome barriers to the longevity of traditional gardening programs aimed at improved fruit and vegetable consumption.…”

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confidence: 99%

“Energize your life” virtually: Lessons learned from online gardening workshops

Spaccarotella

Wheeler

Mishra

2023

Natural Sciences Education

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Virtual gardening classes that started in response to the COVID-19 pandemic continue to attract participants. Little is known about characteristics that improve their effectiveness and enable participants to continue gardening. The purpose of this project was to pilot test a nutrition-focused, virtual container gardening program, obtain feedback on its content and delivery, and identify features that may impact the long-term effectiveness of virtual gardening interventions. Gardening curricula were adapted for a virtual program offering adults five, 1-h sessions. At baseline, participants (n = 12) were very interested in consuming produce (mean score 4.6 ± 1.0 out of 5) and consumed fruit and vegetables at a mean of 2.6 ± 1.4 times/day. There were no significant differences in consumption based on prior gardening experience (p = .6). Participants requested recipes that were inexpensive, quick, and easy to adapt. They suggested resources on storing and preparing produce, garden care, and getting seeds as support. Although the ability to rewatch recorded workshops and participate remotely were convenient, follow-up with asynchronous participants, inadequate lighting, over-watering, indoor pests, and failure of seeds to germinate indoors were challenges. Future work should identify ways to enhance social support and interaction among virtual workshop participants and determine how virtual gardening programs affect produce consumption among those with limited intake. INTRODUCTIONGrowing evidence has suggested that community gardening may be effective in promoting fruit and vegetable consumption, physical activity, and overall well-being (Soga et al., 2017). Fruits and vegetables, due to their fiber, vitamins, minerals, phytochemicals, and other nutrients, reduce risks of developing chronic diseases, including hypertension, heart disease, stroke, and certain cancers (Boeing et al., 2012). In addition, the social interaction provided by gardening can provide benefits across multiple generations (Ohly et al., 2016

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