Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations
Educational gardens offer appropriate real-life contexts for science and environmental teaching from preschool through higher education
The value of gardens as valuable contexts for science teaching and learning is well documented. This study adds to the current research base by investigating which key science topics are promoted through the use of gardens across a range of educational stages. This study also contributes to the literature by investigating whether the use of gardens for scientific learning relates to students’ daily life. The study is based on the understanding that the educational use of daily-life contexts is a valuable strategy for promoting meaningful science learning.
This study was conducted in Spain with students representing four different educational levels: preschool, primary, secondary, and university. All of the participating students experienced regular classes in the garden and completed drawings of “a garden” before and after their participation in a garden-based learning program. A total of 97 paired drawings (before and after drawings) were analyzed in relation to the aims of the study: 24 at the preschool level; 19 at primary; 25 at secondary; and 29 at the higher education level. The process involved (a) obtaining the frequency of appearance of every represented element and (b) characterizing the level of change in drawings from before and after the gardening experience.
Results showed that the concept of what “a garden” is evolved and diversified for students at all four educational stages (pre-school, primary, secondary, and higher education). Drawings completed before the garden-based learning experience tended to focus only on cultivating on the ground or in flowerpots, while drawings completed after the gardening experience included cultivation in raised beds and cultivation boxes. Changes from “before” to “after” drawings were judged to be medium or high. Medium evaluations were based on the inclusion of new and relevant elements in the garden. High evaluations included additional changes in the garden’s structure and contextualization in at least 75% of cases at every educational stage. The most prevalent scientific learning across stages of education related to the development of observation and the improvement of anatomical plant knowledge. Changes in drawings across the stages also indicated that students developed an increased awareness of the importance of water and what gardens offer in a real-life context that promotes responsible water management.
The overall results of this study support the value of incorporating gardens in educational centers. In addition to offering “appropriate real-life contexts for science teaching across educational stages, “educational gardens can also help students become more aware of sustainable agricultural practices which support healthy ecosystems.
Citation
Eugenio-Gozalbo, M., Aragón, L., Ortega-Cubero, L., (2020). Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations. Frontiers in Psychology, 11,
