What Should We Grow in Our School Garden to Sell at the Farmers’ Market? Initiating Statistical Literacy through Science and Mathematics Integration

Selmer, Sarah; Rye, James; Malone, Elizabeth; Fernandez, Danielle; Trebino, Kathryn

doi:10.1080/00368121.2013.860418

Cited by 16 publications

(17 citation statements)

References 6 publications

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“…GBL is abundant in opportunities for conducting authentic experimental investigations at the elementary level. Our findings here reaffirm our previous experiences and recommendations (Selmer, Rye, Malone, Trebino, and Fernandez, 2014) that GBL should be leveraged to develop statistical literacy as a part of learning mathematics and doing science.…”

Section: Introductionsupporting

confidence: 89%

Action Research to Integrate Science with Mathematics through Garden-Based Learning at the Elementary School Level

Rummel¹,

Rye²,

Selmer³

et al. 2017

JAER

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Abstract. Practical action research--an iterative and inquiry-based sequence of study--can help guide collaboration in university-school partnerships, in this case, towards the integration of garden-based learning with core disciplines in the elementary curriculum. The study focuses on grade 3 mathematics instruction about measurement and data, the integration of science standards such as structure and function, and math-science practices of attending to precision, modeling, conducting investigations, and interpreting data. Students collect, graph, and make meaning of data as well as solve a problem related to buoyancy of garden produce. Student performance revealed that the majority of students achieved mastery at the distinguished level in producing scaled graphs; and that considerable scaffolding is necessary for students to adequately attend to precision. A field-tested learning cycle is provided, which can be adapted by elementary teachers for classroom instruction and by teacher educators to model for preservice teachers mathematics-science integration that incorporates school gardening.

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Section: Introductionsupporting

confidence: 89%

Action Research to Integrate Science with Mathematics through Garden-Based Learning at the Elementary School Level

Rummel¹,

Rye²,

Selmer³

et al. 2017

JAER

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show abstract

“…Lyon and Bragg (2011) point out that students must make precise measurements when constructing raised beds, calculate the space needed between plants for optimal growth, and build rain gauges in order to take precipitation into account as they plan for irrigation. Selmer, Rye, Malone, Fernandez, and Trebino (2014) show how standards align with project-based learning in the school garden and farmers' market. As part of their garden-based learning about statistics, students design, administer, and evaluate the results of surveys, applying statistical questioning principles to their work.…”

Section: Pedagogical and Academic Considerationsmentioning

confidence: 99%

School Gardens: Situating Students within a Global Context

Wolsey

Lapp

2014

Journal of Education

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School-based gardens are increasingly common. The benefits to students who grow food on their school ground reflect principles of global education by modeling sustainability through responsible ecological planning and service to the community, the environment, and humanity. In this article, the authors propose a pedagogical framework for planning school gardens and related experiences that demonstrate how school gardens promote healthier eating habits, sustainable local practices that impact global economies, and service to the community. Knowledge of cultures, local and global resources, and sustainable food sources are often integrated into successful school garden programs. Care for the community, for each other at the school, and for the planet are possible outcomes. In some settings, school gardens provide students with opportunities to extend what they learn directly about sustainable food sources into service that affects the availability of fresh, healthy foods in locations where socioeconomic factors often work against families' access to them. The article includes reports of interviews with proponents of school gardens who offer a practical introduction to educators who wish to begin to support students' conceptual understanding of how their local actions can promote global community building.

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“…There is disagreement among researchers on the use of project method in education as to what level of independence a teacher should allow. For instance, Morales et al (2013), argue that students should have full autonomy when posing a question, collecting data, in a study, while others, such as Selmer et al (2014), argue that a less radical approach should be taken: students should of course bear most of the responsibility for learning, but the teacher should set them a clear task, although difficult, and monitor its implementation. Another issue is whether it is appropriate to involve non-students in projects.…”

Section: Stages Of Development Of the Project Methods In The Educational Processmentioning

confidence: 99%

Using project method for the purpose of educating future music teachers

Rolinska

2021

lingcure

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The article discusses the specifics of applying project method to the educational process. The analysis of scientific materials that concern themselves with applying project method is carried out, their main principles are highlighted, and a project model is proposed. Studies conducted in the field of project method were used as materials for this work. During the research, methods of analysis, synthesis, comparison, deduction and induction were used. The research hypothesis is based on the assumption that applying project method to the training process of future music teachers will help students with improving their professional competencies, and increase the motivation to learn. The study proved that applying project method to the training process of educating future music teachers allows for better pedagogical training, motivating students to work more actively, display creativity, and identity. The project method allows students to receive skills of independent and group work, short and long-term planning, and self-assessment. General positive characteristics of applying project method to the training process of educating future music teachers proves the need to adopt this method in higher education institutions. This paper is intended for teachers and students who will implement creative projects while receiving music education.

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What Should We Grow in Our School Garden to Sell at the Farmers’ Market? Initiating Statistical Literacy through Science and Mathematics Integration

Cited by 16 publications

References 6 publications

Action Research to Integrate Science with Mathematics through Garden-Based Learning at the Elementary School Level

Action Research to Integrate Science with Mathematics through Garden-Based Learning at the Elementary School Level

School Gardens: Situating Students within a Global Context

Using project method for the purpose of educating future music teachers

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