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Integrating schoolyard flora into the first grade science curriculum.

机译：将校园植物群纳入一年级科学课程。

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Local plants are an underutilized resource in elementary school science education. Curricular use of local schoolyard flora has a strong potential to reverse children's declining interest in and awareness of the natural world while helping teachers to better meet the science academic standards. This study addresses the question of whether first grade teachers in Richland County School District One, Columbia, South Carolina, are prepared and willing to use their schools' diverse flora as a teaching tool by (1) documenting the species richness of flora at four South Carolina elementary schools; (2) assessing first grade teachers' (n = 13) current state of knowledge about their schoolyard plants with a plant identification task; and (3) investigating, with written interviews, teachers' attitudes toward incorporating schoolyard flora into their classroom curriculum. The schoolyards have an average of 106 cultivated and wild plant species, and teachers were able to identify 42% of a subset of the most common and prominent schoolyard plants at the four schools. Teachers believe that nature study is important. However, their own low knowledge of plants is one of the main factors preventing the integration of nature study into their curriculum. To help teachers overcome their botanical knowledge deficits, I have created a sample of geographically relevant botany resources for use by first grade teachers and their students. Such inexpensive resources can improve the quality of elementary school science education by arming teachers with new, nature-based techniques and additional content knowledge with which to address South Carolina's Science Academic Standards.
机译：本地植物是小学科学教育中未充分利用的资源。在当地使用校园内的植物群进行课程教学，具有很大的潜力，可以扭转儿童对自然界的日益下降的兴趣和认识，同时帮助教师更好地达到科学的学术标准。这项研究通过以下方式解决了以下问题：是否（1）记录了南部四个州植物区系的物种丰富度，南卡罗来纳州哥伦比亚市里奇兰县学校一区的一年级教师是否准备好并愿意将其学校的多样化植物区系用作教学工具？卡罗来纳州的小学； （2）通过植物识别任务评估一年级教师（n = 13）关于其校园植物的当前知识状态； （3）通过书面访谈调查教师对将校园植物群纳入其课堂课程的态度。这些校园平均拥有106种栽培和野生植物物种，并且教师能够在这四所学校中识别出42％的最常见和最著名的校园植物。教师认为自然学习很重要。但是，他们对植物的了解不足是阻止自然研究融入其课程的主要因素之一。为了帮助老师克服植物知识的不足，我创建了一个与地理相关的植物资源样本，供一年级的老师及其学生使用。这种廉价的资源可以通过使用基于自然的新技术和满足南卡罗来纳州《科学学术标准》的其他内容知识来武装教师，从而提高小学科学教育的质量。

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