Vegetable garden in the time of lockdown. Analysis of an experience in teacher training
DOI:
https://doi.org/10.12795/IE.2021.i103.02Keywords:
Garden-based learning, COVID-19, Vegetable garden, Eco-didactic garden, Teacher trainingAbstract
The lockdown scenery due to COVID-19 pandemic in 2020 spring meant a challenge to the development of the vegetable garden activity in teacher training. The objective of this study is to find the differences between the learning developed through a vegetable garden project by a group of 24 Primary teacher trainees in a lockdown situation and that developed in previous years in normal, no-lockdown sceneries. Vegetable garden diaries, where students registered both their experiences and their reflections, were analysed. This information was registered on a four-level scale (nothing-low-medium-high) for its subsequent quantitative analysis (frequencies). On the other hand, students were given four options to explicitly value the vegetable garden project and their answers were also compared with those from previous years. The results show that the active search for information increases, as well as the spontaneous participation of their families and a more intense expression of their emotions. They still value positively the vegetable garden potential in environmental education and values transmission. However, they regard more positively than previous students its usefulness in teaching Biology contents, whereas their appreciation of its potential in promoting research abilities decreases. To conclude, the vegetable garden didactic potential is verified even in the most challenging, adverse situations.
Downloads
References
Aragón, L. y Cruz, M. I. (2016). ¿Cómo es el suelo de nuestro huerto? El Aprendizaje Basado en Problemas como estrategia en Educación Ambiental desde el Grado de Maestro/a en Educación Infantil. Didáctica de las Ciencias Experimentales y Sociales, 30(1), 171-188. https://doi.org/10.7203/dces.30.6475
Aragón, L., Sánchez, S. y Enríquez, J. M. (2021). El discurso científico en la etapa de infantil en el contexto del huerto ecológico escolar. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 18(1), 1103.
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i1.1103
Asociación de Agricultura Biodinámica de España-A.A.B.A (2008). El impulso de R. Steiner a la agricultura. Waldorf-Steiner Educación, 3(7), 16-18.
Barrón, Á. y Muñoz Rodríguez, J. M. (2015). Los huertos escolares comunitarios: fraguando espacios socioeducativos en y para la sostenibilidad. Foro de Educación, 13(19), 213-239. https://dx.doi.org/10.14516/fde.2015.013.019.010
Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education, 40(2), 15–38. https://doi.org/10.3200/JOEE.40.2.15-38
Casey, E. M., DiCarlo, C. F. & Sheldon, K. L. (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. The Journal of Social Studies Research, 43(4), 361-373. https://doi.org/10.1016/j.jssr.2018.12.001
Ceballos, M. (2017). Aprovechamiento didáctico de los huertos escolares en centros de Sevilla. Enseñanza de las Ciencias, nº extraordinario, 787–792. Recuperado de https://ddd.uab.cat/record/184560
Ceballos, M., Escobar, T. y Vílchez, J. E. (2014). El huerto escolar: percepción de futuros maestros sobre su utilidad didáctica (pp. 285-292). En Actas de los XXVI Encuentros de Didáctica de las Ciencias. Huelva: Universidad de Huelva.
Chen, M. L., Lou, S. J. & Shih, R. C. (2013). Effects of integrating garden-based learning and e-learning into life education. Life Science Journal, 10(2), 2037-2047. http://www.dx.doi.org/10.7537/marslsj100213.289
De Gabriel, N. (1983). La agricultura y la escuela en España (1848-1901). Historia de la Educación, 2, 131-141.
Desmond, D., Grieshop, J. & Subramaniam, A. (2004). Revisiting garden-based learning in basic education. Rome: Food and Agriculture Organisation of the United Nations. Recuperado de http://www.fao.org/3/aj462e/aj462e.pdf
Doerfler, H. A. (2011). Using school gardens as a vehicle for health promotion for elementary school youth: A review of the literature. Master's Thesis, University of Pittsburgh. (Unpublished). Recuperado de http://d-scholarship.pitt.edu/6790/
Escobar, T. y Vílchez, J. E. (2007). Uso de huerto escolar y granja escuela en Educación Primaria. En IV Congreso sobre Comunicación Social de la Ciencia. Madrid: CSIC y FECYT. [CD-rom].
Escutia, M (2009). El huerto escolar ecológico. Graó.
Eugenio, M. y Aragón, L. (2016). Experiencias en torno al huerto ecológico como recurso didáctico y contexto de aprendizaje en la formación inicial de maestros de Infantil. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 13(3), 667-679. http://dx.doi.org/10498/18504
Eugenio, M., Vílchez, J. E., Aragón, L. y Ceballos, M. (2018). ¿Qué percepciones tienen los maestros en formación inicial sobre las estrategias y contenidos que aprenden en el huerto ecodidáctico? En Actas de los XXVIII Encuentros de Didáctica de las Ciencias. Universidade da Coruña.
Eugenio, M., Zuazagoitia, D. y Ruiz-González, A. (2018). Huertos EcoDidácticos y Educación para la Sostenibilidad. Experiencias educativas para el desarrollo de competencias del profesorado en formación inicial. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 15(1), 1501. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i1.1501
Eugenio-Gozalbo, M., Pérez-López, R. & Tójar-Hurtado, J. C. (2020). Identifying key issues for university practitioners of garden-based learning in Spain. The Journal of Environmental Education, 51, 246–255. https://doi.org/10.1080/00958964.2019.1687407
Eugenio-Gozalbo, M., Ramos, G. y Vallés, C. (2019). Huertos universitarios: dimensiones de aprendizaje percibidas por los futuros maestros, Enseñanza de las ciencias, 37(3), 111-127. https://doi.org/10.5565/rev/ensciencias.2657
Fernández-Arroyo, J., Puig, M. y Rodríguez-Marín, F. (2013). El uso del huerto escolar en la formación del profesorado de magisterio a través de la práctica educativa. En International Conference Re-conceptualizing the professional identity of the European teacher. Sharing Experiences (pp. 699-716). Copiarte.
Fernández-Morilla, M., Fuertes, M. T. y Albareda, S. (2015). Sostenibilización curricular en la educación superior: propuesta metodológica. Opción, 31(6), 284-304.
Groves, T. (2011). El maestro rural como agente de cultura alternativa durante la transición española: el caso de la provincia de salamanca. Aula: Revista de Pedagogía de la Universidad de Salamanca, 17, 133-143.
Hirschi, J. S. (2017). Ripe for change. Garden-based learning in schools. Harvard Education Press.
Klemmer, C. D., Waliczek, T. M. & Zajicek, J. M. (2005). Growing Minds: The effect of a school gardening program on the science achievement of elementary students. HortTechnology, 15(3), 448-452. https://doi.org/10.21273/HORTTECH.15.3.0448
Llerena, G. y Espinet, M. (2017). Agroecología escolar. Pol·len Edicions.
McArthur, J., Hill, W., Trammel, G. & Morris, C. (2010). Gardening with youth as a means of developing science, work and life skills. Children, Youth and Environments, 20, 301-317. https://www.jstor.org/stable/10.7721/chilyoutenvi.20.1.0301
Miguel, R. G. & Ivanovic, D. M. (2011). Impact of a short-term school vegetable gardens program on food-related behavior of preschoolers and their mothers. Revista Chilena de Nutrición, 38(2), 136-146.
Parmer, S. M., Salisbury-Glennon, J., Shannon, D. & Struempler, B. (2009). School gardens: An experiential learning approach for a nutrition education program to increase fruit and vegetable knowledge, preference, and consumption among second-grade students. Journal of Nutrition Education & Behavior, 41, 212–217. https://doi.org/10.1016/j.jneb.2008.06.002
Ratcliffe, M. M. (2007). Garden-based education in school settings: The effects on children’s vegetable consumption, vegetable preferences and ecoliteracy. (Tesis doctoral). Tufts University, Medford (MA). Recuperado de https://kohalacenter.org/HISGN/pdf/MMRFINALDiss-2.pdf
Reina, M., Vílchez, J. E., Ceballos, M. y López J. M. (2017). Análisis de un proyecto de huerto escolar en Secundaria a partir de las percepciones de los estudiantes. Enseñanza de las Ciencias, nº extraordinario, 1491-1496. Recuperado de https://ddd.uab.cat/record/184424
Rekondo, M., Espinet, M. y Llerena, G. (2015). La construcción discursiva de la competencia eco-ciudadana en la escuela: La realización de un diseño tecnológico colaborativo en agroecología escolar. Investigación en la Escuela, 86, 7-19. https://doi.org/10.12795/IE.2015.i86.01
Rodríguez-Marín, F., Fernández-Arroyo, J. y García, J. E. (2015). El huerto escolar ecológico como herramienta para la educación en y para el decrecimiento. Investigación en la Escuela, 86, 35-48. https://doi.org/10.12795/IE.2015.i86.03
Rodríguez-Marín F., Portillo, M. A. y Puig, M. (2021). El Huerto Escolar como recurso para iniciar la Alfabetización Ambiental en Educación Infantil. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 18(2), 2501. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i2.2501
Ruiz-Gallardo, J., Verde, A. & Valdes, A. (2013). Garden-based learning: an experience with “at risk” secondary education students. The Journal of Environmental Education, 44, 252–270. https://doi.org/10.1080/00958964.2013.786669
Rummel, S., Rye, J., Selmer, S. & Luna, M. (2017). Action research to integrate science with mathematics through Garden-Based Learning at the elementary school level. Journal of Advances in Education Research, 2(4), 199-211. https://dx.doi.org/10.22606/jaer.2017.24001
Rye, J., Selmer, S., Pennington, S., Vanhorn, L., Fox, S. & Kane, S. (2012). Elementary school garden programs enhance science education for all learners. Teaching Exceptional Children, 44(6), 58-65. https://doi.org/10.1177/004005991204400606
Skinner, E. A., Chi, U. & The Learning-Gardens Educational Assessment Group 1 (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. https://doi.org/10.1080/00958964.2011.596856
Vílchez, J. E. y Escobar, T. (2014). Uso de laboratorio, huerto escolar y visitas a centros de naturaleza en primaria. Revista electrónica de enseñanza de las ciencias, 13(2), 222-224.
Williams, D. R. & Brown, J. D. (2012). Learning gardens and sustainability education: Bringing life to schools and schools to life. Routledge.
Williams, D. R. & Dixon, P. S. (2013). Impact of Garden-Based Learning on Academic Outcomes in Schools: Synthesis of Research between 1990 and 2010. Review of Educational Research, 83(2), 211-235. https://doi.org/10.3102/0034654313475824
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Investigaci´ón en la Escuela
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal accept the following conditions:
- Authors retain copyright and grant the journal the right of first publication, with the work registered under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which allows third parties to use the published work, provided that proper acknowledgement is given; the authorship of the work and first publication in AVANCES are mentioned; the material is not used for commercial purposes; and, if you create other material from the original material (e.g. a translation), you must distribute your contribution under this same licence as the original.
- Authors may enter into separate and additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (e.g., inclusion in an institutional repository or publication in a book) as long as they clearly indicate that the work was first published in this journal.
- Authors are allowed and encouraged to publish their work on the Internet (e.g. on institutional or personal websites) before and during the review and publication process, as it may lead to productive exchanges and to a wider and faster dissemination of the published work (see The Effect of Open Access).
Accepted 2021-04-22
Published 2021-04-28
- Abstract 705
- PDF (Español (España)) 478
