Submitted by csgn-master on Tue, 01/08/2013 - 9:36am
ABSTRACT: Although educators widely use school gardens for experiential education, researchers
have not systematically examined the evaluative literature on school-gardening outcomes. The author
reviewed the U.S. literature on children’s gardening, taking into account potential effects, schoolgardening outcomes, teacher evaluations of gardens as learning tools, and methodological issues.
Quantitative studies showed positive outcomes of school-gardening initiatives in the areas of science
Submitted by csgn-master on Tue, 11/06/2012 - 2:49am
Children’s gardening programs have enjoyed increasing popularity in recent years. An Australian environmental education non-profit organization implemented a program, entitled Multicultural Schools Gardens, in disadvantaged (low-income) schools that used food gardening as a focus for implementing a culturally-focused environmental education program. While the program included the well documented educational, social, and health
Submitted by csgn-master on Tue, 09/04/2012 - 10:54pm
Through a learning sequence they developed, Ferrer and Trumpey (1999) taught students how to observe subjects, how to take visual notes, how to discuss their observations with their peers, how to apply new knowledge to new drawings, and how to continuously assess their understanding of a subject. Ferrer and Trumpey (1999) measured learning gains using an assessment tool that was administered three times during the sequence and once after the sequence was completed. The fourth assessment was administered to determine how much information students retained one week later.
Project GREEN, Garden Resources for Environmental Education Now, is a garden program designed to help teachers integrate environmental education into their classroom using a hands-on tool, "the garden." Students participating in the Project GREEN garden program had more positive environmental attitude scores than those students who did not participate. Second grade students, in both the experimental and control groups, had more positive environmental attitudes than fourth grade students.