The factors affecting elementary school teachers' integration of school gardening into the curriculum.

摘要

The purpose of this research was to identify the logistical, conceptual, educational, and attitudinal factors that affect elementary school teachers' implementation of school gardening in the curriculum. This research also sought to qualitatively describe the current application of school gardening by the study population in the elementary school curriculum, and to identify avenues in which the horticultural community can assist teachers in implementing the use of this teaching strategy.; The target population consisted of elementary school teachers who taught at schools that had received a Youth Gardening Grant from the National Gardening Association in either the 1994/95 or 1995/96 academic years.; Survey and interview responses provided data for statistical analysis using the computer statistic package, Statistical Analysis System (SAS).; Survey data indicated that the most important factors that need to be present for the successful use of school gardening were logistical factors.; Interview data indicated that the most crucial factors that need to be present for the successful use of school gardening were educational factors. Student ownership of the gardens and the integration of school gardening into the curriculum were seen as more important to school gardening success than the logistical features of school gardening. There was survey and interview consensus, however, that the lack of preparation time for school gardening activities and the lock of instructional time for learning using school gardening were factors that influence the use of this teaching strategy.; Essentially all of the interviewed and surveyed teachers (99%) use school gardening as an interdisciplinary teaching method.; School gardening is often used to benefit students beyond standard academic achievement. Teachers use school gardening for such goals as social development therapy, recreation, environmental awareness, community relationships, exploring diversity, and the arts.; Teachers indicated that they depend primarily on their own knowledge of gardening when gardening with their students. They also rely more on their gardening knowledge than, on their knowledge of science when using school gardening within the curriculum. However, these same teachers expressed a need for further education and information on the integration of gardening into the curriculum, and the horticultural aspects of gardening that can be implemented within the educational, time, facility, funding, and legal limits placed on a school situation.; The survey and interview respondents indicated that school gardening is a very effective, interdisciplinary teaching method. (Abstract shortened by UMI.)