A Case Study of Indoor Garden-Based Learning With Hydroponics and Aquaponics: Evaluating Pro-Environmental Knowledge, Perception, and Behavior Change

Schneller, Andrew Jon; Schofield, Casey A.; Frank, Jenna; Hollister, Eliza; Mamuszka, Lauren

doi:10.1080/1533015x.2015.1109487

Cited by 18 publications

(10 citation statements)

References 16 publications

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“…Opportunely, other studies have demonstrated that outdoor EE has led to gains in science knowledge for all students (Jon Schneller et al, 2015;Wells et al, 2015). In our study, those findings seem to hold true for ECBD students specifically, suggesting outdoor EE can help teachers supplement science instruction for all students using a single approach.…”

Section: Discussionsupporting

confidence: 69%

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

2018

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There are over 4 million students with reported emotional, cognitive, and behavioral disabilities (ECBD) in the United States. Teachers most frequently situate instruction inside, however, outdoor environmental education (EE) can improve academic and affective outcomes for many students, including students with ECBD. In North Carolina, U.S.A., an EE program utilizes outdoor science instruction for fifth-grade students. The program takes place over four to 10 full-school days across the year, and instruction occurs in both schoolyards and natural areas. The program aligns outdoor EE with state and national science education standards. Using a quasi-experimental design, the present study examined the impacts of the program on indicators of ECBD (e.g., student behavior, attention span), science efficacy, nature of science, and academic achievement for students with ECBD. We measured these factors using online surveys from both students identified with ECBD and their classroom teachers, as well as students with ECBD from matched control schools and their respective teachers. Students in both treatment (n = 99) and control (n = 62) classrooms took the survey two times over the school year. Quantitative data revealed teachers perceived students had significantly improved attention spans and decreased disruptive behaviors when learning outdoors. Students in the treatment group maintained measures of nature of science, science efficacy and science grades, keeping in line with their peers in the control group. We supplemented survey data with teacher interview data about their impressions of the outdoor program and the experiences of their students identified with ECBD. Teacher interview responses supported quantitative findings. These findings indicate that outdoor EE has the potential to be at least as effective a method for science instruction as classroom teaching, and in the case of addressing indicators of ECBD, outdoor EE may be a successful strategy for student learning.

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Section: Discussionsupporting

confidence: 69%

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

2018

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“…For example, reading books about nature (Mobley, Vagias, & DeWard, 2010), watching nature documentaries (Arendt & Matthes, 2016; Hofman & Hughes, 2018; Holbert, Kwak, & Shah, 2003) or short nature videos (Zelenski, Dopko, & Capaldi, 2015) have all been shown to be positively associated with greater pro‐environmental behaviour and/or greater intention to engage in pro‐nature conservation behaviours. Additional determinants of environmentally responsible behaviour include having knowledge of nature and holding positive attitudes towards nature such as valuing and being concerned for the environment (Chan, Hon, Chan, & Okumus, 2014; Gungor, Chen, Wu, Zhou, & Shirkey, 2018; Otto & Pensini, 2017; Schneller, Schofield, Frank, Hollister, & Mamuszka, 2015). It is important to note that these are all individual indicators, which have been evidenced across a diverse array of social and cultural contexts (including non‐European contexts).…”

Section: Introductionmentioning

confidence: 99%

The green care code: How nature connectedness and simple activities help explain pro‐nature conservation behaviours

et al. 2020

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The biodiversity crisis demands greater engagement in pro‐nature conservation behaviours. Research has examined factors which account for general pro‐environmental behaviour; that is, behaviour geared to minimizing one's impact on the environment. Yet, a dearth of research exists examining factors that account for pro‐nature conservation behaviour specifically—behaviour that directly and actively supports conservation of biodiversity. This study is the first of its kind to use a validated scale of pro‐nature conservation behaviour. Using online data from a United Kingdom population survey of 1,298 adults (16+ years), we examined factors (composed of nine variable‐blocks of items) that accounted for pro‐nature conservation behaviour. These were: individual characteristics (demographics, nature connectedness), nature experiences (time spent in nature, engaging with nature through simple activities, indirect engagement with nature), knowledge and attitudes (knowledge/study of nature, valuing and concern for nature) and pro‐environmental behaviour. Together, these explained 70% of the variation in people's actions for nature. Importantly, in a linear regression examining the relative importance of these variables to the prediction of pro‐nature conservation behaviour, time in nature did not emerge as significant. Engaging in simple nature activities (which is related to nature connectedness) emerged as the largest significant contributor to pro‐nature conservation behaviour. Commonality analysis revealed that variables worked together, with nature connectedness and engagement in simple activities being involved in the largest portion of explained variance. Overall, findings from the current study reinforce the critical role that having a close relationship with nature through simple everyday engagement plays in pro‐nature conservation behaviour. Policy recommendations are made. A free Plain Language Summary can be found within the Supporting Information of this article.

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“…The spatial domain, in turn, needs to be redefined due to technological advancements and social innovation, as the traditional view on gardening activities has been complemented by a variety of approaches, incl. indoor and outdoor schoolyard gardens, and distant stakeholder-designed community spaces (Schneller et al, 2015;Malberg Dyg, Wistoft, 2018). Variety, in turn, is defined by climate, financial opportunities, and the capacity of teachers to undertake practical activities in a garden, especially among younger staff (Passy, 2014;Ohly et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…However, it is important to note that outdoor school-by-setting is not strictly determining criteria for defining school gardening, as innovative practices include various in-class, lab-or farm-based activities too as part of the formal educational curriculum. For instance, gardening programmes can include systems of hydroponics and aquaponics that can be maintained indoors (Schneller et al, 2015) or animal and plant farms located on a distance from school (Malberg Dyg, Wistoft, 2018).…”

Section: Spatial Domainmentioning

confidence: 99%

School Gardening: What is Current Trend about?

Lavrinoviča¹

2021

Human, Technologies and Quality of Education, 2021

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There is plenty of research on school gardening practices reflecting the positive effects of garden-based learning on the development of elementary school students, which are mainly based on short-term gardening program implementation and assessment. However, theoretical research of school gardening is still not shaped well, as the distribution of research activities is unequal and the concept itself is still considered being innovative. A review of scientific literature and documents has been done to define what the school gardening concept really means and what are the spatial and functional domains of it. The review has touched on historical aspects of the school gardening movement’s rise at the beginning of the 20th century in the U.S., as the country considered being at the frontiers of the current trend. Differences in defining school gardening priorities were identified, pointing out the variety of functional domains of school gardening activities developed during the century. Currently, school gardening is characterized by its role in improving students’ learning and achievements, environmental attitudes, health and food behaviours, intrapersonal skills and emotional wellbeing, and social bonds. Also, as the term “school gardening” itself refers to a specific place-based setting, its spatial domain was inspected and redefined according to the variety of current garden-based learning practices. The review allowed to define school gardening as a school-run and community-supported tool for student engagement with school curriculum, civic activism, healthy lifestyle, and development of intrapersonal and social skills through experiential, experimental, transdisciplinary, collaborative, and self-directed learning.

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A Case Study of Indoor Garden-Based Learning With Hydroponics and Aquaponics: Evaluating Pro-Environmental Knowledge, Perception, and Behavior Change

Cited by 18 publications

References 16 publications

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

The green care code: How nature connectedness and simple activities help explain pro‐nature conservation behaviours

School Gardening: What is Current Trend about?

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