This paper focuses on Slovenian territory. It explores the development of the idea of a school garden as a teaching tool and its practical implementation within work school principles and looks at ...differences between urban and rural areas. The article covers the period from the nineteenth century to the mid-1930s, with a particular focus on the interwar period. The central school garden in Ljubljana is presented as an example of a central city school garden. This particular school garden was abolished in 1934, but school gardens remained a part of the curriculum until 1941. The article draws on information from the literature and archival sources from the Historical Archives Ljubljana.
School gardens are part of many schools. Especially in primary schools, but also in secondary schools, they are used as a learning space and experience space for the pupils. Their importance for the ...development of cognitive and emotional-affective abilities of pupils is empirically well proven. It is also empirically well proven that exposure to nature has an influence on the prosocial behavior of children and adults. However, there is a lack of studies investigating the effect of the stay in the school garden on the social behavior of pupils in secondary class. To investigate whether a school garden is a good environment for social learning, a self-report study and standardized observations with sixth-grade pupils were carried out. Thus, the socially competent behavior of the pupils (communication and cooperation) and their emotions could be analyzed. In order to provide emotional access to the scientific content of biology lessons and to strengthen social learning, each pupil was responsible for their own plant and the group bed over a period of 10 weeks. The design of the lessons followed the principles of basic needs-competence, autonomy, and relatedness-of the Self Determination Theory. The observations were made during a 90-min class, in the school garden as well in the classroom. The 31 girls and 22 boys, aged 11-12 years, changed weekly between the garden and the classroom. Over 150 observations were made in the school garden (82) and in the classroom (68). In summary, pupils showed more socially competent behavior in school garden lessons than in classroom lessons. The school garden lessons, designed according to the basic needs, seem to create favorable incentives for social learning. Due to frequent social interactions, it can be assumed that learning activities in school gardens can promote emotional and social competence.
Indonesia as an agrarian country faces several obstacles to achieving food sovereignty, due to the limited number of the younger generation involved in the agricultural sector. Most of the farmers ...are elderly with limited capacity. Therefore, as early as possible, it is necessary to make efforts to increase interest in farming among elementary school students through School Garden activities. The introduction of the School Garden becomes an interesting lesson because students can carry out farming activities independently. This community service program was carried out at SD Model located in Ngemplak, Sleman, Yogyakarta. This program aims to introduce the School Garden through urban farming so that it can foster interest in agriculture. The methods used include presentations with video tutorials and giving farming modules. The results of the implementation of the community service program showed that 97.7% of students liked the introduction of the School Garden activity and 81.4% of students felt that these activities foster their interest in agriculture.
Abstract Background Researchers have established the benefits of school gardens on students’ academic achievement, dietary outcomes, physical activity, and psychosocial skills, yet limited research ...has been conducted about how school gardens become institutionalized and sustained. Objective Our aim was to develop a tool that captures how gardens are effectively established, integrated, and sustained in schools. Design We conducted a sequential, exploratory, mixed-methods study. Participants were identified with the help of Grow To Learn, the organization coordinating the New York City school garden initiative, and recruited via e-mail. Participants/setting A stratified, purposeful sample of 21 New York City elementary and middle schools participated in this study throughout the 2013/2014 school year. The sample was stratified in their garden budgets and purposeful in that each of the schools’ gardens were determined to be well integrated and sustained. Main outcome measures The processes and strategies used by school gardeners to establish well-integrated school gardens were assessed via data collected from surveys, interviews, observations, and concept mapping. Statistical analyses performed Descriptive statistics as well as multidimensional scaling and hierarchical cluster analysis were used to examine the survey and concept mapping data. Qualitative data analysis consisted of thematic coding, pattern matching, explanation building and cross-case synthesis. Results Nineteen components within four domains of school garden integration were found through the mixed-methods concept mapping analysis. When the analyses of other data were combined, relationships between domains and components emerged. These data resulted in the development of the GREEN (Garden Resources, Education, and Environment Nexus) Tool. Conclusions When schools with integrated and sustained gardens were studied, patterns emerged about how gardeners achieve institutionalization through different combinations of critical components. These patterns are best described by the GREEN Tool, the first framework to identify how to operationalize school gardening components and describe an evidence-based strategy of successful school garden integration.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Background: School gardens are exemplary learning environments for providing hands-on nutrition and health education, promoting time outdoors, and developing collaborative skills. However, randomized ...controlled trials of school gardening programming to provide evidence of the robust benefits to child health can be time consuming and costly. We therefore sought to develop an inter-professional framework for continuous quality improvement (QI) of school gardening programming to improve health outcomes while limiting program implementation and evaluation costs. Methods: This QI cohort study took place in two elementary schools and served 75 students in Palm Beach County, Florida during the 2019-2020 academic year. Students participating in a non-profit sponsored after-school gardening club completed investigator-designed pre- and post-assessments from which unique lessons pertaining to health and food literacy were developed to target knowledge deficits. We present a lesson pertaining to harvesting, preparing, and sampling foods as an exemplar for this framework. Paired and independent samples t-tests and chi-squared tests were used to compare student learning outcomes. Results: Twenty-seven students (36%) participated in the harvest lesson, which led to marginal improvement in overall food literacy compared to non-participants (X2=3.6, P=0.057).Considering cumulative garden club activities, club participation improved students’ likelihood to individually prepare fresh fruits and vegetables (P=0.002). Conclusion: This project provides an important framework for inter-professional collaboration to engage in QI of small-scale school gardening programs. Future work should focus on the creation and implementation of further lessons to develop a full, individualized, health-oriented curriculum that optimizes learning outcomes, and thereby health, for elementary-aged children.
Current research on school gardens is primarily focused on improving student nutrition. Less examined is their potential to be agents of knowledge transfer to the wider community. This paper seeks to ...determine the potential of school gardens as a pathway to scaling agricultural innovations. Literature is reviewed for best practices and recommendations conducive to scaling up agricultural technologies using school gardens. Findings indicated that school gardens have the potential to play a key role in scaling sustainable intensification (SI) technologies. They provide opportunities for knowledge transfer through teacher-student-parent communication. Best practices for scaling through school gardens comprised: including parents in the learning process and upkeep of school gardens; collaboration and commitment among all stakeholders; establishment of hands-on, research-based agricultural curriculum in schools; financial assistance from government or outside organization for startup and upkeep; and establishment of home gardens alongside school gardens. Primary barriers to scaling included: focusing on the ’what’ and not the ’how’; social mores and the relationship between parent/child; capacity building for and involvement of school heads, teachers, and parents; lack of social, human, and/or economic capital; and unintegrated commitment and partnership among stakeholders. Identified best practices and barriers are then applied to a case study analysis of a USAID-funded project in Cambodia: Scaling Suitable Sustainable Technologies (S3-Cambodia) project. S3-Cambodia targets youth as an entry point to extend target SI technologies to farm families. The project engages students in experiential learning opportunities by establishing "green labs" at secondary schools. S3-Cambodia is found to already be implementing many of the best practices listed above. Suggestions are made to increase parent involvement in the project and to increase awareness of the challenges that come with a transnational project.
Šolski vrtovi v Pomurski regiji Ambrožič-Dolinšek, Jana; Katalinič, Dane; Utroša, Patricija
Revija za elementarno izobraževanje,
10/2021, Volume:
14, Issue:
3
Journal Article
Peer reviewed
Open access
School-based learning has a long tradition in Slovenia and is now a globally recognized movement. We present the operation of school gardens in the most agricultural region of Slovenia, the Pomurje ...region, and their inclusion in the pedagogical process of science subjects. Half (19 out of 38) of the primary schools in Pomurje have school gardens. The decision to establish a school garden depends on the good will of the school management and the voluntary interest of the teachers. It would be necessary to include school gardening in science curricula. Garden-related activities contribute to the development of Pomurje as an important agricultural region.
School gardens have been present in the educational space of the Polish school for many years. In recent decades, however, they have ceased to be appreciated. Efforts have been made to modernize ...laboratories, they have been equipped with measuring instruments, digital devices and multimedia equipment. A natural laboratory, which a garden in fact is, has become a symbol of the past. It remained only in few schools, performing rather an aesthetic function, less often didactic or educational one. The present article depicts a historical outline, shows earlier and currently noticed possibilities of using school gardens in Poland. An analysis of previous studies on gardens is presented as well. A contemporary design of a school garden was proposed to prepare students of pedagogical faculties for activities in the garden with children. School gardens may contribute to the prevention of “nature deficit” (Louv 2014, 54), they may give a sense of closeness to nature also in urban realities1. M. Vogt-Kostecka notes that the fear of dirt, wind and ticks limits children's free play in a meadow and in a forest. Limited access to nature is particularly visible among urban children (Vogt-Kostecka 2017, 11). Gradually, the view of school gardens has been changing and their therapeutic potential (hortitherapy) is noticed.
1 According to R. Louv, the nature deficit is manifested in problems with concentration of attention, hyperactivity, and reduced psychophysical fitness.
For children experiencing chronic stress, succeeding academically in the face of other obstacles can be daunting. Many efforts focused on supporting students fail to address nonacademic aspects of ...well-being that can impact their ability to succeed. Working to bridge the gap between research and practice, here we describe the results of an Extension-Community partnership that sought to design learning environments to support elementary students’ healthy bodies and minds. Project leaders took an ecological systems approach, intervening with students at a local elementary school across multiple contexts. This entailed creating a calming room in the school, building a community garden on the school grounds, and providing wrap-around educational programming for teachers, staff, and families. Interviews were conducted with teachers and school staff (N = 20) to measure their perceptions of the impact of this intervention. Results are presented within the framework of the socio-ecological model, accounting for the multilevel nature of the project impacts. Interview themes revealed the program’s success in supporting positive outcomes for students, staff, the school, and the surrounding community. Discussions center around the program’s impact on students and on lessons learned that could inform future efforts.
Many countries include core competencies in their educational curricula. The purpose of competencies is to ensure a holistic education that equips students with skills to flourish in the twenty-first ...century. Across the literature on this topic, however, there are limited studies that investigate how primary schools embed competencies into their learning programs. A qualitative case study of one Australian primary school with an established environmentally friendly garden program revealed how gardening as part of the school program provided opportunities for the development of core competencies, in particular the general capabilities of the Australian Curriculum.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
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