Growing Minds: The Effect of a School Gardening Program on the Science Achievement of Elementary Students

Abstract

<jats:p>Science achievement of third, fourth, and fifth grade elementary students was studied using a sample of 647 students from seven elementary schools in Temple, Texas. Students in the experimental group participated in school gardening activities as part of their science curriculum in addition to using traditional classroom-based methods. In contrast, students in the control group were taught science using traditional classroom-based methods only. Students in the experimental group scored significantly higher on the science achievement test compared to the students in the control group. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective at teaching science for both genders. After separating the data into the grade levels, the garden curriculum was more effective as a teaching method in raising science achievement scores for boys in third and fifth grades, and for girls in the fifth grade compared to traditional classroom-based methods alone.</jats:p>

Review and Analysis of the Benefits, Purposes, and Motivations Associated with Community Gardening in the United States

“…Studies were considered a case study if they provided an in-depth analysis of a community garden as a whole or a component of a single or small number of gardens or garden networks; 40% of the articles fit this criteria Campbell & Salus, 2003;Doyle & Krasney, 2003;Glover, 2003Glover, , 2004Glover, Parry, & Shinew, 2005;Henderson & Harsfield, 2009;Hess & Winner, 2007;Kurtz, 2001;Langhout et al, 2002;Lawson, 2007;Macias, 2008;Roubanis & Landis, 2007;SaldivarTanaka & Krasny, 2004;Schmelzkopf, 2002;Smith & Kurtz, 2003;Staeheli, Mitchell, & Gibson, 2002;Teig et al, 2009;Twiss et al, 2003). Intervention studies looked at community gardens as a tool for manipulating some variable (e.g., diet, collective efficacy, access to food) within a population, and made up 45% of the studies reviewed (Alaimo, Packnett, Miles, & Kruger, 2008;Armstrong, 2000a;Austin et al, 2006;D'Abundo & Carden, 2008;Glover, Shinew, & Parry, 2005;Heim et al, 2009;Hermann et al, 2006;Hoffman, Knight, & Wallach, 2007;Klemmer et al, 2005;Koch et al, 2006;Morris et al, 2001;Ohmer, Meadowcroft, Freed, & Lewis, 2009;Parmer et al, 2009;Poston et al, 2005;Shinew, Glover, & Parry, 2004;L. L. Smith & Motsenbocker, 2005;Waliczek & Zajicek, 1999).…”

“…Over one-third of the articles focused on youth gardening activities, within a school or after-school setting (Allen, Alaimo, Elam, & Perry, 2008;Blair, 2009;Doyle & Krasney, 2003;Heim, Stang, & Ireland, 2009;Hermann, Parker, Brown, Siewe, Denney, & Walker, 2006;Klemmer, Waliczek, & Zajicek, 2005;Koch, Waliczek, & Zajicek, 2006;Langhout, Rappaport, & Simmons, 2002;Morris, Neustadter, & Zidenberg-Cherr, 2001;Ozer, 2007;Parmer, Salisburg-Glennon, Shannon, & Struempler, 2009;Poston, Shoemaker, & Dzewaltowski, 2005;L. L. Smith & Motsenbocker, 2005;Waliczek & Zajicek, 1999).…”

“…Youth gardening included garden-enhanced nutrition programs, and participatory learning opportunities. Among youth gardening studies, favorable results were reported in regards to changes in dietary habits, physical activity, and/or academic scores during and after garden participation Blair, 2009;Doyle & Krasney, 2003;Heim et al, 2009;Hermann et al, 2006;Klemmer et al, 2005;Koch et al, 2006;Parmer et al, 2009;Poston et al, 2005;L. L. Smith & Motsenbocker, 2005;Waliczek & Zajicek, 1999).…”

Increasing Prevalence of US Elementary School Gardens, but Disparities Reduce Opportunities for Disadvantaged Students

“…Many garden programs involve a nutrition education component, often focusing on the dietary importance of consuming FV, and indeed, garden programs have been shown to improve children's nutrition knowledge . Furthermore, at least 2 studies have found that participation in garden programs improves scores on tests of science achievement among elementary school students . In one of these studies, elementary school students in grades 3 through 5 received either traditional classroom‐based science education, or science education that incorporated a school garden‐based curriculum with hands‐on‐learning activities in the garden.…”

Online Teaching Resources about Medicinal Plants and Ethnobotany

“…School gardens provide significant benefits, including increased consumption of fresh fruits and vegetables (e.g., Canaris, 1995; Pothukuchi, 2004) and significantly higher scores on science achievement tests (Klemmer et al , 2005; Dirks and Orvis, 2005; Smith and Motsenbocker, 2005). School gardens would be a great extension activity for students of all ages.…”