Ensuring the effectiveness of subject-integrated school garden teaching

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Ensuring the effectiveness of subject-integrated school garden teaching. / Christensen, Jacob Højgaard; Wistoft, Karen.

I: Journal of Outdoor and Environmental Education , 26.03.2019.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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Christensen JH, Wistoft K. Ensuring the effectiveness of subject-integrated school garden teaching. Journal of Outdoor and Environmental Education . 2019 mar 26.

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Bibtex

@article{278476a7b22a45e39f7c5579aba5c86c,
title = "Ensuring the effectiveness of subject-integrated school garden teaching",
abstract = "This article maps out existing research regarding the effectiveness of integrated teaching in school gardens, i.e. including the math, languages and science subjects with their related objectives and curricula in school garden teaching and vice versa. The article is based on a literature review that concludes that school gardens have a predominantly positive influence on students’ learning outcome. However, there are a few school garden programmes that have the same or even a less beneficial influence on students’ learning outcome than traditional teaching. Thus, school gardens do not have an unequivocally positive academic learning effect. The review extracts and discusses some of the factors that are consistently emphasized in the research literature as central to ensuring successful subject integration in school gardens. Taking these as a point of departure, it is concluded that developing a standard garden curriculum is essential to planning, carrying out and evaluating effective school garden teaching in math, languages and science. Experiential learning and hands-on activities are teaching methods that immediately come to mind because they make the subject content less abstract, activate the students’ senses, and increase the feeling of meaningfulness. Further, collaboration across subject divisions and links between indoor and outdoor teaching are central factors in creating a successful integrated learning environment with the school garden as a focal point.KeywordsSchool garden teaching, subject integration, effectiveness, students’ learning, curriculum, learning environment",
keywords = "School garden teaching, Learning environment, Curriculum, Students’ learning, Effectiveness, Subject integration, L{\ae}ring, Grundskole, L{\ae}ring og l{\ae}ringsmilj{\o}er, Naturen",
author = "Christensen, {Jacob H{\o}jgaard} and Karen Wistoft",
year = "2019",
month = "3",
day = "26",
language = "English",
journal = "Journal of Outdoor and Environmental Education",

}

RIS

TY - JOUR

T1 - Ensuring the effectiveness of subject-integrated school garden teaching

AU - Christensen, Jacob Højgaard

AU - Wistoft, Karen

PY - 2019/3/26

Y1 - 2019/3/26

N2 - This article maps out existing research regarding the effectiveness of integrated teaching in school gardens, i.e. including the math, languages and science subjects with their related objectives and curricula in school garden teaching and vice versa. The article is based on a literature review that concludes that school gardens have a predominantly positive influence on students’ learning outcome. However, there are a few school garden programmes that have the same or even a less beneficial influence on students’ learning outcome than traditional teaching. Thus, school gardens do not have an unequivocally positive academic learning effect. The review extracts and discusses some of the factors that are consistently emphasized in the research literature as central to ensuring successful subject integration in school gardens. Taking these as a point of departure, it is concluded that developing a standard garden curriculum is essential to planning, carrying out and evaluating effective school garden teaching in math, languages and science. Experiential learning and hands-on activities are teaching methods that immediately come to mind because they make the subject content less abstract, activate the students’ senses, and increase the feeling of meaningfulness. Further, collaboration across subject divisions and links between indoor and outdoor teaching are central factors in creating a successful integrated learning environment with the school garden as a focal point.KeywordsSchool garden teaching, subject integration, effectiveness, students’ learning, curriculum, learning environment

AB - This article maps out existing research regarding the effectiveness of integrated teaching in school gardens, i.e. including the math, languages and science subjects with their related objectives and curricula in school garden teaching and vice versa. The article is based on a literature review that concludes that school gardens have a predominantly positive influence on students’ learning outcome. However, there are a few school garden programmes that have the same or even a less beneficial influence on students’ learning outcome than traditional teaching. Thus, school gardens do not have an unequivocally positive academic learning effect. The review extracts and discusses some of the factors that are consistently emphasized in the research literature as central to ensuring successful subject integration in school gardens. Taking these as a point of departure, it is concluded that developing a standard garden curriculum is essential to planning, carrying out and evaluating effective school garden teaching in math, languages and science. Experiential learning and hands-on activities are teaching methods that immediately come to mind because they make the subject content less abstract, activate the students’ senses, and increase the feeling of meaningfulness. Further, collaboration across subject divisions and links between indoor and outdoor teaching are central factors in creating a successful integrated learning environment with the school garden as a focal point.KeywordsSchool garden teaching, subject integration, effectiveness, students’ learning, curriculum, learning environment

KW - School garden teaching

KW - Learning environment

KW - Curriculum

KW - Students’ learning

KW - Effectiveness

KW - Subject integration

KW - Læring

KW - Grundskole

KW - Læring og læringsmiljøer

KW - Naturen

M3 - Journal article

JO - Journal of Outdoor and Environmental Education

JF - Journal of Outdoor and Environmental Education

ER -