Interdisciplinary learning using farming and gardening is sound pedagogy (environmental education).

摘要

Public schools are often accused of failing to meet the academic, social and physical needs of their elementary and secondary students, particularly in urban settings. This study assesses the effectiveness of a pedagogy which uses farming and gardening as interdisciplinary contexts for learning. This pedagogy addresses (often simultaneously) many of education's most compelling problems: unmotivated learners, a focus on test scores rather than real-life experiences, academic subjects taught in isolation, an increasing disconnection from nature, lack of social skills and physical exercise, poor nutrition, and the passive, sedentary life style generated by protracted television viewing. Student surveys and teacher interviews support the use of farming and gardening because it motivates students with differing abilities on all academic levels. Direct experiences in nature encourage healthy lifestyles by providing opportunities for physical exercise, as students grow and eat nutritious foods. Verbal communication and interpersonal relationships are also improved by this pedagogy.