The feasibility of school gardens as an educational approach in Greece: a survey of Greek schools

Plaka, Valentina; Skanavis, Constantina

doi:10.1504/ijisd.2016.075546

Cited by 14 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These perceptions are in agreement with national and international studies, in which school gardens have shown to provide a collaborative and participative way of learning, besides positive behavioural changes (PEREIRA et al, 2012;PLAKA;SKANAVIS, 2016;SOUZA-FILHO, 2017). In this way, the school garden is revealed as a highly practical tool in the schools' commitment to a broader and more sustainable social reproduction project, which can include debates on solid wastes, nutritional security, water use and equity in human relationships.…”

Section: Final Remarkssupporting

confidence: 86%

“…This diversity of objectives has been assessed in several studies which highlight a plethora of gains from engaging in EE activities, both in outdoor classes and in school gardens. It is convenient to quote those related to affective and cognitive gains (PLAKA & SKANAVIS, 2016;BLAIR, 2009), changes in environmental perception (BOGNER & WISEMAN, 2004;PLAKA & SKANAVIS, 2016), increase in cooperation among students and youth protagonism (ROBINSON & ZAJICEK, 2005;BLAIR, 2009;PEREIRA et al, 2012;SANTANA & SANTOS, 2016) and the empowerment related to democratic skills (CHAWLA & CUSHING, 2007). In this perspective, engaging in educational activities for sustainability in school gardens has proven an effective strategy for strengthening schooling for active citizenship, proposed in the city curriculum goals.…”

Section: The Transition Towards Sustainability and Pedagogical Actionmentioning

confidence: 99%

“…This condition poses a limiting challenge to the implementation and didactical usage of school gardens, since it generates additional workload and costs which are, in fact, government responsibility. In this way, Plaka and Skanavis (2016), claim that, in schools with no garden, the lack of financial resources is identified as the main difficulty in its implementation. We emphasize, then, the need for continuous institucional financing alternatives like partnerships with other social actors, provided that school budget autonomy is maintained.…”

Section: Final Remarksmentioning

confidence: 99%

See 2 more Smart Citations

The state of the art of school gardens as a pedagogical tool for the new environmental rationale paradigm in Butanta, Sao Paulo, Brazil

Laham

Aires

Soto

et al. 2020

BJD

View full text Add to dashboard Cite

show abstract

Section: Final Remarkssupporting

confidence: 86%

Section: The Transition Towards Sustainability and Pedagogical Actionmentioning

confidence: 99%

Section: Final Remarksmentioning

confidence: 99%

See 1 more Smart Citation

The state of the art of school gardens as a pedagogical tool for the new environmental rationale paradigm in Butanta, Sao Paulo, Brazil

Laham

Aires

Soto

et al. 2020

BJD

View full text Add to dashboard Cite

show abstract

“…Бројна истраживања показала су да баштенски програми позитивно утичу на еколошке ставове ученика, односно еколошку свест (Fisher-Maltese, 2016;Fisher-Maltese & Zimmerman, 2015;Conlon Morgan, Hamilton, Bentley & Myrie, 2009;Plaka & Skanavis, 2016;Skelly & Zajicek, 1998;Waliczek & Zajicek, 1999).…”

Section: еколошки доменunclassified

Gardening-based learning

Gradinšćak¹,

Branković²,

Kozoderović³

2021

Norma

View full text Add to dashboard Cite

The paper provides a theoretical overview of studies conducted within the framework of gardening-based learning. In nature, children can acquire a variety of skills and develop their environmental awareness in a space that represents a world of living examples. People are distancing from the nature, despite the fact that it can be a stimulating learning environment. It is necessary to return to the nature and design activities and programs where students will directly learn in the real world. The paper reviews the studies related to gardening-based learning within five domains: ecological, psychosocial, perceptual, the domain of school achievement and nutrition-health. Many researchers have created and implemented school garden programs and projects through which various positive effects have been achieved on cognitive, psychosocial, moral and physical development of children. Gardening-based learning programs result in increased awareness of proper nutrition and environment, higher learning outcomes and increase students' life skills. Experience gained in the garden encourages environmental literacy and management skills, improves awareness of the connection between plants and our clothes, food, lifestyle and sense of well-being.

show abstract

“…Even so, it is very risky to speak about figures or to make maps about the presence of these practices beyond specific cases. A need exists for educational policies that support and guarantee these types of practices, providing those resources which become essential to implement them, including, amongst others, time (Burt et al, 2017a), financing (Plaka & Skanavis, 2016) and high-quality training in such school garden programs or projects (de Alba, 2019). It may prove interesting to analyze school gardens using tools such as GREEN (Burt et al, 2017b) and thus have the chance to detect the factors thanks to which they can not only be maintained but also remain present and fully integrated into educational institutions.…”

mentioning

confidence: 99%

Sustainability and education through social networks. Presence and visibility of the school garden on Twitter, Facebook and Instagram

Alvarez-Herrero

Solano

Martínez-Roig

2021

ijeri

View full text Add to dashboard Cite

The use of school gardens as an educational practice in Spanish educational centers has recently regained greater prominence and significance, especially within the framework of the 2030 Agenda on Sustainable Development. However, the presence and visibility of school gardens as well as the ways in which centers use them remain little known to the educational community. Furthermore, in a world where our lives are increasingly governed by the digital and the Internet, social networks arise as fantastic tools to give prominence and disseminate the educational actions which take place in schools. Seeking to ascertain the extent to which school gardens are visible and present on social media, as well as how schools use those school gardens, we carried out the collection and analysis of the last 100 posts appearing with the hashtag #huertoescolar on three social networks: Twitter, Facebook and Instagram. It follows from the results obtained not only that educational centers record these practices preferably on Twitter, then on Facebook and finally on Instagram, but also that they utilize school gardens mostly to ensure the practical application of the theoretical contents taught in different academic subjects as well as to encourage students’ environmental awareness. Greater use of school gardens is still needed to work on Sustainable Development Goals, though.

show abstract

The feasibility of school gardens as an educational approach in Greece: a survey of Greek schools

Cited by 14 publications

References 0 publications

The state of the art of school gardens as a pedagogical tool for the new environmental rationale paradigm in Butanta, Sao Paulo, Brazil

The state of the art of school gardens as a pedagogical tool for the new environmental rationale paradigm in Butanta, Sao Paulo, Brazil

Gardening-based learning

Sustainability and education through social networks. Presence and visibility of the school garden on Twitter, Facebook and Instagram

Contact Info

Product

Resources

About