Transdisciplinary Learning in a Kitchen Garden: Connecting to Nature and Constructing a Path to Ecoliteracy?

Autor/in	Wallace, Heather D.
Titel	Transdisciplinary Learning in a Kitchen Garden: Connecting to Nature and Constructing a Path to Ecoliteracy?
Quelle	In: International Research in Geographical and Environmental Education, 28 (2019) 4, S.309-323 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2019.1646013
Schlagwörter	Interdisciplinary Approach; Gardening; Environmental Education; Grade 4; Elementary School Students; Program Effectiveness; Ecology; Natural Resources; Experiential Learning; Empathy; Consciousness Raising; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Gartenarbeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; School year 04; 4. Schuljahr; Schuljahr 04; Ökologie; Natural Ressource; Natürliche Ressource; Experiental learning; Erfahrungsorientiertes Lernen; Empathie; Bewusstseinsbildung; Ausland; Australien
Abstract	This article reports on a qualitative investigation of Australian, grade 4 primary (elementary) school children's reflections on their learning in a year-long kitchen garden program. Focus group interviews, journal collection, and observations were conducted with three cohorts of students (age 9-11 years) to give insight into whether kitchen garden programs can assist with connecting children to nature and developing ecoliteracy. Findings suggested that frequent visits by the children to the garden assisted with building familiarity and ownership of the garden. This intimacy with the garden created the basis for perceptive observations on changes to the plants and animals in the garden, increased empathy with living creatures, and built interest in the natural environment. Some children also discovered complex interconnections and noted their actions could affect the health of the environment. Facilitated, reflective discussion enabled the primary aged students to explicate their increased engagement with and concern for nature. It is contended that, over time, immersion in transdisciplinary kitchen garden learning experiences can develop students' "ecoliteracy." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01