The Child in the Garden: An Evaluative Review of the Benefits of School Gardening

Blair, Dorothy

doi:10.3200/joee.40.2.15-38

Cited by 398 publications

(378 citation statements)

References 45 publications

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“…A Philadelphiában vizsgált közösségi kertészek az átlagosnál több friss zöldséget és kevesebb cukrozott italt és élelmiszert fogyasztottak (BLAIR et al, 1991). Azok a városi fiatalok, akik Minneapolisban egy közösségi kertészeti programban vettek részt, az abből kimaradó társaikhoz képest jobban megértették az élelmi-szereknek az előállítástól a hulladékképződésig tartó életciklusát, az egészséges és egészségtelen táplálékok közötti különbségeket és a kertészkedés folyamatait (LAUTEN- SCHLAGER & SMITH, 2007;BLAIR, 2009). Ezt a kedvező hatást egy New York-i közös-ségi kertész a "Mi nem csak növényeket, mi embereket nevelünk" mondatban foglalta össze (HYNES, 1996).…”

Section: A Közösségi Kertek Kialakulása éS Szerepe a Városokbanunclassified

A városi talajok szennyezettségének hatása a közösségi kertekre

Molnár

2013

Agrokémia És Talajtan

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Section: A Közösségi Kertek Kialakulása éS Szerepe a Városokbanunclassified

A városi talajok szennyezettségének hatása a közösségi kertekre

Molnár

2013

Agrokémia És Talajtan

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“…Ülkemizde daha çok "iyileştirme bahçeleri" altında peyzaj mimaride (Özgüner, 2004;Akın, 2006;Bulut ve Göktuğ, 2006), çocukların bireysel gelişimi için psikolojide (Özdemir ve Yılmaz, 2009) ve tarımsal uygulamalar kapsamında eğitim kurumlarında (Haşıloğlu, 2009;Çepni, Aydın, Haşıloğlu ve Ürey, 2012;Somuncu-Demir, 2012) kullanılan okul bahçesi uygulamaları son yıllarda önem kazanmaya başlamıştır. Okul bahçesi uygulamalarının fiziksel sağlık, akıl sağlığı, sosyal sağlık ve ruh sağlığı açısından oldukça önemli bir konuma sahip olduğu birçok araştırma tarafından dile getirilmektedir (Blair, 2009;Braun, Buyer ve Randler, 2010;Dyment ve Bell, 2008;Robinson ve Zajicek, 2005). Bu durum, birçok farklı disiplin (eğitim, psikoloji, sosyoloji, tıp, peyzaj mimari vb.)…”

Section: Introductionunclassified

Serbest Etkinlik Çalışmaları Dersi Kapsamında Geliştirilen Okul Bahçesi Programına Yönelik Öğretmen Görüşleri

Ürey¹,

Göksu²,

Karaçöp³

2016

İlköğretim Online

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ÖZ.Okul bahçesi uygulamaları, kökeni bahçe temelli öğrenmeye dayanan, öğrencilerin kendilerinin tasarlayarak oluşturduğu, okul sahası içerisinde yer alan ve üzerinde çeşitli ürünlerin yetiştirildiği, planlı ve programlı bahçe tarımı faaliyetleridir. Okul Bahçesi Programı (OBP) ise araştırmacı tarafından okul bahçesi uygulamalarına dayalı olarak geliştirilen, 18 haftalık, sınıf içi ve sınıf dışı etkinliklerden oluşan, disiplinlerarası, yarı esnek bir programdır. Programın sınıf içi uygulamalarında çerçeve program uygulanırken, sınıf dışı uygulamaları esnek bırakılmıştır. Yapılan çalışmanın amacı, Serbest Etkinlik Çalışmaları Dersi (SEÇD) kapsamında geliştirilen OBP'nin uygulanabilirliğini öğretmen görüşleri doğrultusunda değerlendirmektir. Çalışmada araştırma modeli olarak Özel Durum Yöntemi (Case Study) kullanılmıştır. Çalışmanın örneklemini 2013-2014 eğitim-öğretim yılı bahar döneminde SEÇD kapsamında OBP'yi kullanan iki sınıf öğretmeni ve ilgili ders kazanımları doğrultusunda OBP'den faydalanan branş öğretmenleri (iki matematik, iki fen bilgisi ve iki sosyal bilgiler öğretmeni) oluşturmaktadır. Yapılan çalışma kapsamında OBP'yi kullanan öğretmenlerle mülakat çalışmaları yürütülmüş ve uygulama süreci boyunca gözlemler yapılmıştır. Mülakat ve gözlemlerden elde edilen verilerin analizinde içerik analizi kullanılmıştır. Çalışma sonunda, öğretmenler OBP'nin SEÇD için uygun bir program olduğunu ve ortaokullardaki "Bilim Uygulamaları" dersi için disiplinlerarası ve alternatif bir öğrenme ortamı oluşturduğunu ifade etmişlerdir. Anahtar Kelimeler. Serbest Etkinlik Çalışmaları Dersi (SEÇD), Okul Bahçesi Programı (OBP), Öğretmen GörüşleriABSTRACT. The School Garden Program (SGP) is a garden-based learning project which has students create their own designs, is performed in schoolyards and involves planned and organized gardening activities that grow a variety of plants. The SGP was created by the author. It is an 18-week semi-flexible interdisciplinary program with class and non-class activities. The program's class activities were performed in a certain framework, while the non-class activities were flexible. The objective of this study is to evaluate the applicability of SGP, which was realized in the context of the Free Activities Course (FAC), based on teachers' opinions. This is a case study. The sample of the study included two classroom teachers who used SGP in scope of FAC as well as two mathematics teachers, two science teachers and two social studies teachers who used it in their lessons in the 2014 spring semester. The author held interviews with these teachers and observed their implementations of SGP. The data from the interviews and observations were analyzed using content analysis. At the end of the study, the participating teachers concluded that SGP was a suitable program for FAC, and that it was an interdisciplinary and alternative learning environment for the course, scientific practice, in the middle school curriculum.

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“…Garden-based learning and education for sustainability Garden-based learning (GBL), defined as the use of a school garden for educational purposes, has been found to be effective in nurturing student literacy in science, mathematics and the environment (Blair, 2009;Williams and Dixon, 2013). Rowe and Humphries (2004) provide an overview of how a modified ecological garden (including natural resources, e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

Education for sustainability using a campus eco-garden as a learning environment

Cheang

Zhan

et al. 2017

IJSHE

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Purpose -This paper aims to explore stakeholder perspectives of the role of a campus eco-garden in education for sustainability (EfS). It will combine the perspectives to highlight a powerful learning environment (PLE) for university students to realize the concept of EfS.Design/methodology/approach -Semi-structured interviews were conducted to reveal stakeholder understandings of a campus eco-garden, as well as its associated expectations of learning activities and education outcomes. Three stakeholder groups were interviewed; designers, educators and environmental and non-environmental subject-related students.Findings -All three stakeholder groups expected cognitive learning of EfS to be enhanced by the eco-garden. The use of affective learning was not strongly expected by the stakeholders. Psychomotor learning was believed to be the most difficult to realize. To fulfill the potential of the eco-garden in EfS, all stakeholders suggested learning activities and roles for both students and teachers. The combined perspectives of the stakeholders helped to visualize a PLE to aid EfS.Practical implications -This study underlines the importance of effective communication of expectations between stakeholders. It underlines the importance of integrating educational activities with the eco-garden as a PLE, highlighting the roles of teachers and students. It also sheds light on the importance of introducing a cultural component to the EfS program.Originality/value -This is the first study to apply the PLE theory to enhance EfS with the aid of infrastructure. Both users and designers reveal their views on the planning of the campus eco-garden, especially in its educational function. The study is possibly the first to reveal the differences in expectations between designers and other stakeholder groups (teachers and students) using Könings et al.'s (2005) combination-of-perspectives model.

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The Child in the Garden: An Evaluative Review of the Benefits of School Gardening

Cited by 398 publications

References 45 publications

A városi talajok szennyezettségének hatása a közösségi kertekre

A városi talajok szennyezettségének hatása a közösségi kertekre

Serbest Etkinlik Çalışmaları Dersi Kapsamında Geliştirilen Okul Bahçesi Programına Yönelik Öğretmen Görüşleri

Education for sustainability using a campus eco-garden as a learning environment

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