Promoting Environmental Stewardship through gardens: A case study of children’s views of an urban school garden
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it