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首页> 外文学位 >Fostering science literacy, environmental stewardship, and collaboration: Assessing a garden-based approach to teaching life science .
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Fostering science literacy, environmental stewardship, and collaboration: Assessing a garden-based approach to teaching life science .

机译：促进科学素养，环境管理和协作：评估基于花园的生命科学教学方法。

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摘要

Recently, schools nationwide have expressed a renewed interest in school gardens (California School Garden Network, 2010), viewing them as innovative educational tools. Most of the scant studies on these settings investigate the health/nutritional impacts, environmental attitudes, or emotional dispositions of students. However, few studies examine the science learning potential of a school garden from an informal learning perspective. Those studies that do examine learning emphasize individual learning of traditional school content (math, science, etc.) (Blaire, 2009; Dirks & Orvis, 2005; Klemmer, Waliczek & Zajicek, 2005a & b; Smith & Mostenbocker, 2005). My study sought to demonstrate the value of school garden learning through a focus on measures of learning typically associated with traditional learning environments, as well as informal learning environments. Grounded in situated, experiential, and contextual model of learning theories, the purpose of this case study was to examine the impacts of a school garden program at a K-3 elementary school. Results from pre/post tests, pre/post surveys, interviews, recorded student conversations, and student work reveal a number of affordances, including science learning, cross-curricular lessons in an authentic setting, a sense of school community, and positive shifts in attitude toward nature and working collaboratively with other students. I also analyzed this garden-based unit as a type curriculum reform in one school in an effort to explore issues of implementing effective practices in schools. Facilitators and barriers to implementing a garden-based science curriculum at a K-3 elementary school are discussed. Participants reported a number of implementation processes necessary for success: leadership, vision, and material, human, and social resources. However, in spite of facilitators, teachers reported barriers to implementing the garden-based curriculum, specifically lack of time and content knowledge.
机译：最近，全国各地的学校都对学校花园产生了新的兴趣（加利福尼亚学校花园网络，2010年），并将其视为创新的教育工具。在这些背景下的大多数研究很少调查对健康/营养的影响，环境态度或学生的情绪倾向。但是，很少有研究从非正式学习的角度研究学校花园的科学学习潜力。那些研究学习的研究强调了对传统学校内容（数学，科学等）的个体学习（Blaire，2009； Dirks和Orvis，2005； Klemmer，W​​aliczek和Zajicek，2005a和b； Smith和Mostenbocker，2005）。我的研究旨在通过重点研究通常与传统学习环境以及非正式学习环境相关的学习措施，来证明学校花园学习的价值。本案例研究以学习理论的情境，体验和情境模型为基础，旨在研究K-3小学的学校花园计划的影响。测验前/测验，测验前/测验，访谈，记录的学生对话和学生工作的结果显示出许多负担能力，包括理科学习，真实环境中的跨课程学习，学校社区意识以及积极的学习转变。对自然的态度以及与其他学生的合作。我还分析了这个以花园为基础的单元，作为一所学校的类型课程改革，以探索在学校中实施有效实践的问题。讨论了在K-3小学实施基于花园的科学课程的促进因素和障碍。与会者报告了成功所需的许多实施过程：领导力，远见以及物质，人力和社会资源。然而，尽管有主持人，但教师报告了实施基于花园的课程的障碍，特别是缺乏时间和内容知识。

著录项

  • 作者

    Fisher-Maltese, Carley B.;

  • 作者单位

    Rutgers The State University of New Jersey - New Brunswick.;

  • 授予单位 Rutgers The State University of New Jersey - New Brunswick.;
  • 学科 Education Environmental.;Education Sciences.;Education Elementary.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 160 p.
  • 总页数 160
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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