Designed for Learning: Applying "Learning-Informed Design" for Children's Gardens

Autor/in	Wake, Susan J.
Titel	Designed for Learning: Applying "Learning-Informed Design" for Children's Gardens
Quelle	In: Applied Environmental Education and Communication, 6 (2007) 1, S.31-38 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
Schlagwörter	Foreign Countries; Gardening; Models; Classification; Learning Activities; Case Studies; Educational Objectives; Educational Strategies; Children; Outdoor Education; Play; Design; Educational Principles; Constructivism (Learning); Environmental Education; Teaching Methods; Program Descriptions; Experiential Learning; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Gartenarbeit; Analogiemodell; Classification system; Klassifikation; Klassifikationssystem; Lernaktivität; Case study; Fallstudie; Case Study; Educational objective; Bildungsziel; Erziehungsziel; Lehrstrategie; Child; Kind; Kinder; Freiluftunterricht; Spiel; Bildungsprinzip; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Neuseeland
Abstract	During a fieldstudy of children's gardens in the United States in 2005, the author became aware that possibilities for providing learning experiences in children's gardens are bountiful and different styles are emerging. Anecdotally this appears to be a contested area with some within the discipline favoring a narrower definition of children's gardens that is focused on learning about plants rather than other aspects of nature, or being more play-focused. Yet a clear definition of the construct has so far eluded both academics and practitioners, possibly due to the many different purposes they fulfill and places they may be found (Miller, 2005). Because of its educational focus integrated with design and its inclusiveness, the author proposes the model of learning-informed design could contribute to development of a typology, which Miller (2005) recommends as more appropriate than a definition for the children's garden genre. This article describes this model and uses a children's garden in Auckland, New Zealand as a casestudy to illustrate its use. (Contains 1 figure and 1 footnote.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10