Assessing Educator Perceptions of Garden-Based Learning in K-12 Science Education

Autor/inn/en	Riggs, Christopher; Lee, Danielle N.
Titel	Assessing Educator Perceptions of Garden-Based Learning in K-12 Science Education
Quelle	In: American Biology Teacher, 84 (2022) 4, S.213-218 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Elementary Secondary Education; Outdoor Education; Hands on Science; Science Teachers; Self Concept; Learner Engagement; Science Instruction; Teaching Methods; Student Attitudes; Natural Resources; Self Determination; Place Based Education; Socioeconomic Status; Public Schools; Private Schools; Program Effectiveness; Science Achievement; Missouri (Saint Louis); Illinois + Suchen Sie Ihr Suchwort? Freiluftunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Selbstkonzept; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Natural Ressource; Natürliche Ressource; Selbstbestimmung; Socio-economic status; Sozioökonomischer Status; Public school; Öffentliche Schule; Private school; Privatschule
Abstract	Garden-based learning (GBL) curricula represents a pedagogy that increases student exposure to nature and connects them to engaging activities for higher classroom achievement. GBL is proposed to enhance student science self-perceptions, engagement, and desired outcomes in science learning and identity by connecting students to relatable, hands-on, and authentic learning experiences through a felt sense of place. Saint Louis Metro Area K-12 science educators were asked to describe their students' self-perceptions, engagement, and outcomes in science and possible teaching experiences with GBL. Experienced Saint Louis Metro Area garden educators offer authentic, hands-on activities that increase feelings of belonging, competence, and autonomy in science. GBL strongly encourages positive behavioral and emotional student interactions with science lessons by providing an outdoor space that hosts exciting and relatable topics that expand students' perceptions of their local environment, community, and themselves. (As Provided).
Anmerkungen	University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01