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Growing STEM Education on the Playground: A Case Study of the Factors That Influence Teachers' Use of School Gardens.

机译：在操场上发展STEM教育：以影响教师使用学校花园的因素为例。

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摘要

School gardens can have a profound, positive influence on a student's academic achievement, social skills, and attitudinal orientation. Despite these clear benefits, the use of school gardens as an instructional medium is not as prevalent as would be expected. There are several types of obstacles that can prevent teachers from using school gardens, including facets of time, support, and knowledge-based challenges. This multiple case study employs a mixed methods design to uncover factors that influence primary school teachers' decisions to utilize a school garden in their STEM curriculum. The goals of this study were to determine the types of benefits and barriers primary school teachers encountered in the study school district. All of the teacher participants worked within the same school district, had access to established school gardens on their campus, and were supported in their instruction and use of materials by the district's Science and Technology Center (STC). Quantitative data was collected from garden resource and teacher self-efficacy surveys; qualitative data about teacher rationales was extracted from in-depth teacher interviews. Overall analyses determined that aspects of instruction and logistics were the most important factors for a teacher to have in her decision to utilize her school garden. These data are presented and discussed in the context of identifying trends in teachers' use of school gardens as instructional tools so that actions might be taken to remove barriers and increase curriculum opportunities.
机译：学校花园可以对学生的学业成绩，社交技巧和态度取向产生深远的积极影响。尽管有这些明显的好处，但使用学校花园作为教学媒体并不像预期的那样普遍。阻碍教师使用学校花园的障碍有多种类型，包括时间，支持和基于知识的挑战方面。这项多案例研究采用了混合方法设计，以发现影响小学教师在其STEM课程中使用学校花园的决定的因素。这项研究的目的是确定在研究学区遇到的小学教师的利益和障碍的类型。所有的教师参与者都在同一学区工作，可以使用其校园内已建立的校园花园，并且该学区的科学技术中心（STC）支持他们进行教学和使用材料。从花园资源和教师自我效能调查中收集了定量数据；有关教师基本原理的定性数据是从深入的教师访谈中提取的。总体分析确定，教学和后勤方面是教师决定使用学校花园的最重要因素。这些数据是在确定教师使用学校花园作为教学工具的趋势的背景下进行介绍和讨论的，以便可以采取措施消除障碍并增加课程机会。

著录项

  • 作者

    Poole, Megan.;

  • 作者单位

    Portland State University.;

  • 授予单位 Portland State University.;
  • 学科 Educational tests measurements.;Science education.;Education.
  • 学位 M.S.T.
  • 年度 2016
  • 页码 79 p.
  • 总页数 79
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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