Science Learning from the School Garden through Participatory Action Research in Nepal

Urban Farm DB summary

Nepal's NORHED/Rupantaran project implemented participatory action research through school gardening to explore how basic level students (grades five to eight) and science teachers could foster agency in the school science curriculum. Qualitative research found that school gardening activities were helpful and productive for science teaching and learning. The findings offer new insights for policymakers to transform the school science curriculum and highlight the often-neglected collaborative knowledge production through school gardening in a contextual environment.