Inquiry-Based Science Learning Through School Gardening Activities: Wonderful Experience Through Participatory Action Research
International Journal of Elementary Education
Volume 7, Issue 3, September 2018, Pages: 40-45
Received: Oct. 18, 2018; Accepted: Nov. 21, 2018; Published: Dec. 20, 2018
Views 250      Downloads 3051
Author
Kamal Prasad Acharya, Department of Science and Environment Education, Central Department of Education, Tribhuvan University, Kathmandu, Nepal
Article Tools
Follow on us
Abstract
The present paper is an attempt to assess the skills for school gardening for inquiry-based science learning of fourth, fifth, sixth, seventh and eighth grade basic level students of public schools. To achieve this aim, a set of questionnaires was developed to be administered to basic level students. A sample of 404 (N=388) were selected from one action and four reference schools to take part in the present study located in Chitwan and Nawalparasi districts of the Terai region of Nepal. Students from all the selected schools participated in school gardening activities as part of their science curriculum aiming at motivating inquiry-based science teaching and learning. A quantitative analysis involving the use of frequency, Chi-square test at 0.05 level of significance and phi was conducted to see the association between the variables: religion, caste, and language and gardening skills. Weighted percentages were calculated to examine the gardening skills for experiencing inquiry-based science learning. The results showed that school gardening skills were performed better (94.4%) by students belonging to Brahmin/Chhetri Hindu background than the others. The findings also showed a weak association between religious and caste/ethnicity backgrounds of the students and gardening skills. There was no statistically significant difference (α=0.05) between gardening skills of students and the religion they follow, either. Gardening enthusiasm with basic skills varies among students with different basic demographic background of students.
Keywords
Gardening Skills, Inquiry-Based Science Learning, Engagement
To cite this article
Kamal Prasad Acharya, Inquiry-Based Science Learning Through School Gardening Activities: Wonderful Experience Through Participatory Action Research, International Journal of Elementary Education. Vol. 7, No. 3, 2018, pp. 40-45. doi: 10.11648/j.ijeedu.20180703.11
Copyright
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
References
[1]
Capps DK, Crawford BA. Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education. 2013 May 15; 24(3): 497-526.
[2]
Klemmer CD, Waliczek TM, Zajicek JM. Growing minds: The effect of a school gardening program on the science achievement of elementary students. Hort Technology. 2005 Jul 1; 15(3): 448-52.
[3]
Morgan SC, Hamilton SL, Bentley ML, Myrie S. Environmental education in botanic gardens: Exploring brooklyn botanic garden's project green reach. The Journal of Environmental Education. 2009 Jul 1; 40(4): 35-52.
[4]
Acharya KP. Science teachers' information processing behaviours in Nepal: A reflective comparative study. Research in Pedagogy. 2007 Aug https://doi.org/10.17810/2015.43
[5]
Ozer EJ. The effects of school gardens on students and schools: Conceptualization and considerations for maximizing healthy development. Health Education & Behavior. 2007 Dec; 34(6): 846-63.
[6]
Acharya KP. Fostering critical thinking practices in primary science classrooms in Nepal. Research in Pedagogy. 2006 Oct 6, 2, pp. 1-7. doi: 10.17810/2015.30.
[7]
Harlen W. The teaching of science in primary schools. David Fulton Publishers; 2018 Mar 28.
[8]
Thorp L, Townsend C. Agricultural education in an elementary school: An ethnographic study of a school garden. In Proceedings of the 28th Annual National Agricultural Education Research Conference in New Orleans, LA 2001 Dec 12 (pp. 347-360).
[9]
Krasny ME, Tidball KG. Community gardens as contexts for science, stewardship, and civic action learning. Cities and the Environment (CATE). 2009; 2(1): 8.
[10]
Plevyak LH. What do preservice teachers learn in an inquiry-based science methods course?. Journal of Elementary Science Education. 2007 Mar 1; 19(1): 1.
[11]
Rennie LJ. Learning science outside of school. In Handbook of research on science education, Volume II 2014 Jul 11 (pp. 134-158). Routledge.
[12]
Herron SS, Magomo D, Gossard PR. The Wheel Garden: Project Based Learning for Cross Curriculum Education. International Journal of Social Sciences. 2008; 3(1): 44.
[13]
Hachey AC, Butler DL. Science education through gardening and nature-based play. Young Children. 2009; 64(6): 42-8.
[14]
Robinson CW, Zajicek JM. Growing minds: The effects of a one-year school garden program on six constructs of life skills of elementary school children. Hort Technology. 2005 Jul 1; 15(3): 453-7.
[15]
Huber RA, Moore CJ. A Model for Extending Hands‐On Science to Be Inquiry Based. School Science and Mathematics. 2001 Jan; 101(1): 32-42.
[16]
Hirschi JS. Ripe for change: Garden-based learning in schools. Harvard Education Press; 2017 Nov 14.
[17]
Skelly SM, Zajicek JM. The effect of an interdisciplinary garden program on the environmental attitudes of elementary school students. Hort Technology. 1998 Oct 1; 8(4): 579-83.
[18]
Kelley SS, Williams DR. Teacher professional learning communities for sustainability: Supporting STEM in learning gardens in low-income schools. Journal of Sustainability Education. 2013.
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186