Soil to Sustainability: School Gardens as a Pedagogical Approach for Promoting Experiential Learning in Science and Environmental Education in K-12 Canadian Schools
Notice bibliographique
Résumé
School gardens are cultivated areas near or around schools that are mainly cared for by students, teachers, and volunteers. School gardens produce vegetables and fruits, ornamental plants, and small-scale staple food while incorporating experiential learning and problem-solving activities. Research has shown the potential of school gardens in improving students’ academic performance, dietary preferences, well-being, and physical activity. Gardening promotes students’ leadership and lifelong learning skills, especially when integrated into the community. Yet, there remains relatively little evidence of the processes in which gardens provide grounds for transformative environmental learning as well as factors that favor school garden integration and sustainability. This integrated-article dissertation explores the role of school gardens as an instructional setting for environmental education (EE) through the following research questions: 1. What are the pedagogical approaches afforded by school gardens to teach EE in elementary schools? 2. Does participating in a school garden influence elementary students’ conceptualization of environmental topics? 3. What effect, if any, do school gardens have on high school students’ positive youth development, social justice awareness, and community building skills? 4. What are the initial and advanced stages of school–community partnership for school gardens’ establishment, community integration, and sustainability? 5. What administrative support structures are needed for school gardens to succeed? This exploratory study employed a mixed-methods approach, specifically a case study method. The setting for this case study was an urban elementary school and a high school in Ontario, Canada. Participants included students, their teachers, principals, garden coordinators, and garden volunteers. The data sources included semi-structured interviews, survey responses, and school garden observation. Findings show the promising impact of the school garden on students’ environmental learning and stewardship, positive youth development, community building skills, and social justice awareness. This research advances knowledge about the role of school-community partnerships in the context of school gardens and highlights the domains of administrators’ support for teachers to integrate gardens in their teaching. Thus, this study aims to encourage the large-scale adoption of school gardens as agents of change in EE and to inspire educators and administrators to green their school grounds.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».