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Integrating Science Learning with School Gardens: A Three-Year Exploration

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HBGCC - Posters, Table 17

Poster

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Session description

This project has developed innovative practices over the last three years in science classes through a school garden. Students engage in its setup, study, and maintenance, with collaborative monitoring and active participation enhanced via Trello, making the garden a dynamic learning space.

Outline

Content:

1. Introduction to the School Garden Project
2. Examples of designing and implementing Project-Based and Challenge-Based Learning using this learning space
3. Examples of Research-Based Strategies for Experimental Learning
4. Some experience using Collaborative Tools for Real-World Learning in the maintanance of the garden by students/profesors interactions
5. Examples of Fostering Design Thinking and Problem-Solving
6. Expreinces of a Cross-Disciplinary Curriculum during the past thee yrears.
7. Examples of students feedback
8. Questions and Conclusion

Some engagement strategies for them are:

Begin an anecdote from the project to draw in the audience and highlight its real-world impact, using examples to illustrate key points. Also, I want to present real examples of lesson plans and results from the school garden and share examples of how chemistry, biology, and environmental science can be interconnected in the garden project.

Time (from 15 to 30 minutes)
The time dedicated to each one of these contents would be conditioned by the interest shown by the audience. In general, the introduction would take no more than 5 minutes, the explanation of examples and expriences would take 15 minutes, the students feedback examples, 10 minutes and the interactive part of questions and conclusions will be as long as the audence may need, from 2 to 15 minutes, depending on the quantity of audience and the nature of the interaction.

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Supporting research

- Duncan, D. W., Collins, A., Fuhrman, N. E., Knauft, D. A., & Berle, D. C. (2016). The impacts of a school garden program on urban middle school youth. Journal of Agricultural Education, 57(4), 174-185.
- Sarac Yildirim, E., & Dogru, M. (2023). The Effects of Out-of-Class Learning on Students' Interest in Science and Scientific Attitudes: The Case of School Garden. Educational Policy Analysis and Strategic Research, 18(1), 251-272.
- Walshe, R., Evans, N., & Law, L. (2024). School gardens and student engagement: A systematic review exploring benefits, barriers and strategies. Issues in Educational Research, 34, 782-801.

https://trello.com

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Presenters

Luisa María Oropeza Aguirre

Department Head

Prepa Anáhuac Campus Oxford México

Daniel Diaz

Teacher

Prepa Anáhuac Campus Oxford

Leticia Moyers

Teacher

Prepa Anahuac Mexico campus Oxford

Session specifications

Topic:

Innovative Learning Environments

Grade level:

PK-12

Audience:

Curriculum Designer/Director, Teacher

Attendee devices:

Devices useful

Attendee device specification:

Smartphone: Android, iOS, Windows

Subject area:

Health and Physical Education, Science

ISTE Standards:

For Educators:
Facilitator

Create learning opportunities that challenge students to use a design process and/or computational thinking to innovate and solve problems.

Learner

Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

Collaborator

Use collaborative tools to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.