Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students' Graphic Representations.

ABSTRACT: The educational use of daily-life contexts is considered a valuable strategy to promote meaningful science learning, since it facilitates the establishment of connections between previous knowledge, personal interests, and new learning. The aim of this work is to provide evidence to support the presence of gardens at educational centers, by assessing key science topics whose learning is promoted at the pre-school, primary, secondary, and university stages. To this end, we analyzed the paired graphic representations of "a garden" that students drew both before and after their participation in a garden-based learning program. Firstly, we obtained the frequency of appearance of every represented element, and afterward characterized the level of change between paired graphic representations. S

SUBMITTER: Eugenio-Gozalbo M 

PROVIDER: S-EPMC7495090 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature