Destination education: A place-based look at the influences of school gardens
Connor J. Sloan
Scholarly Commons (University of the Pacific)
Urban Farm DB summary
This phenomenological study investigated the role of school gardens as learning places and how place-based education influenced teachers' pedagogical approaches and curriculum decisions, involving four elementary school teachers in Central California. Analysis of interviews, classroom and garden observations, and supplemental curricula showed that participants were inspired to integrate project-based learning and interdisciplinary supplemental curriculum through interactions with school gardens. Direct interactions and experiences with elements of place-based learning in a school garden influenced how participants perceived the purpose of their pedagogical approaches and curriculum decisions.