RT info:eu-repo/semantics/article
T1 Gardens as science learning contexts across educational stages: learning assessment based on students' graphic representations
A1 Eugenio Gozalbo, Marcia
A1 Aragón Núñez, Lourdes
A1 Ortega Cubero, Inés
K1 Garden-based learning
K1 Science teaching
K1 Educational gardens
K1 Graphic representations
AB The educational use of daily-life contexts is considered a valuable strategy to promotemeaningful science learning, since it facilitates the establishment of connectionsbetween previous knowledge, personal interests, and new learning. The aim of thiswork is to provide evidence to support the presence of gardens at educationalcenters, by assessing key science topics whose learning is promoted at the preschool,primary, secondary, and university stages. To this end, we analyzed the pairedgraphic representations of “a garden” that students drew both before and after theirparticipation in a garden-based learning program. Firstly, we obtained the frequencyof appearance of every represented element, and afterward characterized the level ofchange between paired graphic representations. Sample size was of 24–19–25–29pairs per stage, respectively. Across all stages, an overall improvement in students’graphic expression was observed, which can be attributed to their experience in thespace. At the pre-school stage, the garden favored the establishment of some simplecause-effect relationships which were consolidated at the primary stage, and provideda climate of motivation and affectivity that was evident in the final drawings, giventhe enormous quantity of details represented, the level of the finished product, andthe careful combination and variety of colors. The presence of elements related towater notably increased in final graphic representations from pre-school, primary, andsecondary education, thus evidencing that the use of gardens facilitates an approach toresponsible water management. At the university stage, students initially demonstratedgood knowledge of conventional agriculture, while the gardening experience -whichwas based on permaculture practices- helped evolve their ideas toward an alternativemodel of cultivation. The most prevalent science learning across all stages was relatedto plant knowledge, particularly to their anatomical traits and diversity. Finally, the roleof educational gardens as models for students was evidenced, which suggests theimportance of teachers and institutions carefully considering which model to offer.
PB Frontiers
SN 1664-1078
YR 2020
FD 2020
LK https://uvadoc.uva.es/handle/10324/47390
UL https://uvadoc.uva.es/handle/10324/47390
LA eng
NO EUGENIO-GOZALBO, M., Aragón, L., & Ortega-Cubero, I. (2020). Gardens as science learning context across educational stages: learning assessment based on students’ graphic representations. Frontiers in Psychology, 11: 2226.https://doi.org/10.3389/fpsyg.2020.02226
NO Producción Científica
DS UVaDOC
RD 17-jul-2024