Garden-based learning (GBL) encompasses programs, activities and projects in which the garden is the foundation for integrated learning, in and across disciplines, through active, engaging, real-world experiences that have personal meaning for children, youth, adults and communities in an informal outside learning setting. Garden-based learning is an instructional strategy that utilizes the garden as a teaching tool.
A group of children planting rosemary in a garden.
The practice of garden-based learning is a growing global phenomenon largely seen in the United States, the United Kingdom and Australia. As of 2010, the National Gardening Association reported over 3,000 school gardens in the United States alone.[1]
In some settings garden-based learning strategies are used entirely as the educational curriculum for multiple subjects and in others it supports or enriches the curriculum. Garden-based learning can contribute to all aspects of basic education on varying levels depending on the student and consistency of the garden-based learning program. Aspects of basic education benefits include but are not limited to academic skills, personal development, social development, moral development, vocational and/or subsistence skills, and life skills.
Benefits of garden-based learning among children and youth[edit]
School and community gardens can foster science literacy and social skills, while enhancing an awareness of the link between plants in the landscape and our, food, clothing, shelter, and well-being.[2]
Gardening projects provide children and youth with the carefree exploration of the natural world that occurs rarely in today's era of indoor living; it can also give young people the chance to develop a wide range of academic and social skills.
Noted benefits of garden-based learning programs among youth include increased nutrition awareness, environmental awareness, higher learning achievements, and increased life skills.
Research indicates that youth who participate in garden-based learning programs increase their consumption of fresh fruits and vegetables, and gain new enthusiasm for fresh, nutritious vegetables they grow. It is the physical act of having the students' plant their own fruits and vegetables that gives them ownership and gets them more involved in their learning. Students can then learn about the nutritional values of food and multiple ways to prepare their own products in healthy ways to further progress their awareness of health issues. These two examples of physical acts of learning are what motivate healthier eating choices in and outside of the school setting.[1][3][4]
Garden view of the Meyer Rothschild Hospital, established at 37 Street of the Prophets, Jerusalem, in 1888.
Teachers also regarded the garden to be very effective at enhancing academic performance, physical activity, language arts, and healthy eating habits. Garden-based learning attempts to combat obesity by introducing students to healthy foods and providing opportunities to for outside experiential learning. Gardening intervention in schools may also aid in the improved health of children for the simple reason that students get 20% or more of their daily food intake from school depending on their socioeconomic backgrounds; families with lower income depending on school lunch even more than others.[3][5]
Students and teachers have also reported that using GBL programs reduce stress. Reducing stress can result in increased mental health and boosted immune system. A boosted immune system means that the human body is stronger and heals more efficiently. This could help patients recovering from all diseases, wounds, illnesses and more.
Research highlights that high school students gain more positive attitudes about environmental issues after participating in a school garden program. Gardening has also been shown to increase scores on environmental attitude surveys of elementary school children.
Environmental attitude surveys generally include statements like the ones shown below and give the opportunity to rank those statements with a score of 1–5 (Strongly agree, agree, neutral, disagree, strongly disagree) The statements differ in complexity based on the grade level.[1]
I am worried about animals that are going extinct.
Trying to protect the environment is my responsibility.
I would come to school on Saturday to plant flowers.
Environmental awareness and attitudes toward the environment is also seen to improve especially in urban schools where the garden-based learning programs in the schools may be some of the only times these students can connect with the outdoors away from city streets.[3]
Studies indicate students that participated in school gardening activities scored significantly higher on science achievement tests compared to students that did not experience any garden-based learning activities. Other research has indicated that weekly use of gardening activities and related classroom activities help improve science achievement test scores. The reasoning behind these improvements is connected to the holistic, integrated, hands-on, project based, cooperative and experiential learning activities that are all aspects of garden based education. In other words, student engagement in class is increased because they are being intrinsically motivated by "real world" experiences in a more informal setting than the classroom.[1][6]
Research has highlighted the many improvements in life skills that can be attributed to children's garden programs. These skills include: enhancement of moral education, increasing appreciation for nature, increasing responsibility, developing patience, increases in relationship skills, and increases in self-esteem, help students develop a sense of ownership and responsibility, and helps foster relationships with family members, peers, and their community.[7]
Research has shown that Garden-based learning can help improve important aspects of learning for people with special needs. GBL is used with special ed students to improve memory and motor skills. Some disabled students are not able to learn outside, but GBL inside has just the same impact as it would outdoors. Hands on projects such as Garden-based learning have been used to access a higher learning level for some disabled or special ed students.[8]
Keys to successful garden-based learning programs[edit]
Studies have been shown that children benefit from garden based learning programs. These benefits could include leadership growth, community involvement, and voluntary education which can lead to increased child development. Researched programs are more effective when one is to work through the entire process to understand how everything works in order. The orders involved in this education from beginning to end include planning, design, application, and review.[9]
Gardens are an appropriate arena to introduce children to the interconnections that link nature to economic systems and society
Vocational Education
Gardens represent a historic and contemporary model for developing vocational skills in agriculture, natural resource management, and science
School Grounds Greening
Gardens provides practical productive strategies to transform sterile school grounds into attractive and productive learning centers through the process of greening
Hands-on activities in outdoor classrooms make learning more interesting while demonstrating other benefits such as decreased absenteeism and discipline problems
It has been proven that children are spending less and less time outdoors as new technology is invented. This trend has been seen to impact educational and social aspects of the youth. Spending more time outside has been seen to improve test scores and overall concentration. Having green areas is important to increase a students interest in nature and further help them understand compared to learning in a classroom. It has been studied and proven that students learn more when studying 'hands on'. At the same time, teachers and parents begin to realize the ability of education through nature. Parents and teachers are suggested to give kids an hour of play outdoors for every hour indoors. Nature Provides a wide range of materials for creativity among the human race. It is the humans choice to utilize those materials or not, however using those materials will result in a benefit of education.
Eames-Sheavly, M.(1999). Sowing the Seeds of Success- This 28-page booklet details the organizational steps needed to initiate a gardening project that involves kids and the community, and to ensure program success over the long term. Key chapters highlight how to define roles and responsibilities, form and manage partnerships, create an identity, raise funds, and more [1].
Center for Ecoliteracy & Life Lab Science Program. Getting Started: A Guide for Creating School Gardens as Outdoor Classrooms. To order this publication, write to Life Lab Science Program or Center for Ecoliteracy [2]
Wright, W. and Rowell, L. (2010). Examining the Effect of Gardening on Vegetable Consumption Among Youth in Kindergarten through Fifth Grade- This study examined the effects of gardening on elementary school youth. It relates overall vegetable consumption to widespread gardening programs. [3].
Bucklin-Sporer, Arden, and Rachel Kathleen Pringle. How to Grow a School Garden: A Complete Guide for Parents and Teachers. Portland, Or.: Timber, 2010. Print. — This book is a guide about planning, starting, and maintaining school gardens for parents, teachers, and school administrators. How to Grow a School Garden: A Complete Guide for Parents and TeachersArchived 2015-07-09 at the Wayback Machine
^ abcdFisher-Maltese C, Zimmerman T. 2015. "A Garden-Based Approach to Teaching Life Science Produces Shifts in Students' Attitudes toward the Environment," International Journal of Environmental and Science Education. 10(1): 51–66.
^"Cornell Garden Based Learning: Resources for Gardeners & Educators". 2015 Oct. Ithaca (NY): Cornell University Cooperative Extension: http://gardening.cce.cornell.edu
^ abcBerezowitz C, Bontrager Yoder A, Schoeller D. July 2015. "School Gardens Enhance Academic Performance and Dietary Outcomes in Children," Journal of School Health. 85(8): 508–518.
^Gibbs L, Straiger P, Johnson B. 2013."Expanding Children's Food Experiences: The Impact of a School-Based Kitchen Garden Program," Journal of Nutrition Education and Behavior. 45(2): 137–146.
^Bontrager Yoder A, Liebhart J, McCarty D. 2014. "Farm to Elementary School Programming Increases Access to Fruits and Vegetables and Increases Their Consumption Among Those With Low Intake," Journal of Nutrition Education and Behavior. 46(5): 341–349.
^Skinner E, Chi U. 2012."Intrinsic Motivation and Engagement as 'Active Ingredients' in Garden-Based Education: Examining Models and Measures Derived From Self-Determination Theory," The Journal of Environmental Education. 43(1): 16–36.
^Desmond, D., J. Grieshop, and A. Subramanium. (2002). Revisiting garden based learning in basic education: Philosophical roots, historical foundations, best practices and products, impacts, outcomes, and future directions.
^Rye, James A.; Selmer, Sarah J.; Pennington, Sara; Vanhorn, Laura; Fox, Sarah; Kane, Sara (July 2012). "Elementary School Garden Programs Enhance Science Education for All Learners". TEACHING Exceptional Children. 44 (6): 58–65. doi:10.1177/004005991204400606. S2CID143355864.
