Promoting Environmental Stewardship through gardens: A case study of children’s views of an urban school garden
Bibliographic record
Abstract
Fostering children’s relationships with nature to develop their sense of environmental stewardship is an important means for redressing damage to the planet caused by human consumption and our collective failure to connect with the natural world. School garden programs provide a potentially meaningful way to promote children’s sense of connection to nature. This paper describes findings from an 8-month qualitative study investigating how a school garden program at one public elementary school in southeastern Ontario promoted the students’ sense of environmental stewardship. Data collected from eight students through observations, semi-structured interviews, and students’ photographs identified five broad themes associated with enhancing environmental stewardship for children (including connecting with nature, caretaking, and harvesting) as well as three broad themes that help explain the long-term success of the venture (including parental involvement and community connections). The discussion highlights some of the benefits of the school garden program, as well as some of the difficulties associated with the program and limitations of the study.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.014 | 0.008 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".