The order of garden-based learning from science education to STEM education

Abstract

In this review study, the inclusive potential that emerges when garden-based learning, which has long been considered within the framework of science education in the literature, is handled within the framework of STEM has been examined. The research calls for addressing garden-based learning in relation to STEM education. In particular, he suggests that digital tools and landscape architecture elements related to the integration of the engineering discipline into the garden can be mentioned, permaculture design can be applied, and wall gardens can be made in narrow spaces. STEM suggests that there is a need for teacher training for garden-based learning and that this can be achieved especially through collaborative work. In addition, it argues that STEM garden-based learning practices can turn into a nature mobilization beyond a teaching practice, by associating gardening studies with other school stakeholders, as well as integrating the disciplines in STEM with a purpose.

Collaboration and cross-pollination: teaching garden-based learning through PDS partnerships

“…For example, in science, teachers can plan lessons aligned with NGSS on numerous topics, including the life cycle of plants, pollination, photosynthesis in plants and ecosystem interactions all within a school garden. Despite GBL’s low-tech, old-fashioned roots, contemporary scholars also argue that school gardens serve as effective sites for cultivating 21 st century skills and incorporating technology into STEM curricula in fresh and relevant ways (Gulhan, 2023). The positive, measurable impacts of school gardens on student fruit and vegetable consumption, activity level and academic performance have been repeatedly substantiated in both public health and education literature (Berezowitz, Bontrager Yoder, & Schoeller, 2015; Blair, 2009; Lautenschlager & Smith, 2007).…”