Electronic Thesis and Dissertation Repository

Thesis Format

Integrated Article

Degree

Doctor of Philosophy

Program

Education

Collaborative Specialization

Environment and Sustainability

Supervisor

DeCoito, Isha

Abstract

School gardens are cultivated areas near or around schools that are mainly cared for by students, teachers, and volunteers. School gardens produce vegetables and fruits, ornamental plants, and small-scale staple food while incorporating experiential learning and problem-solving activities. Research has shown the potential of school gardens in improving students’ academic performance, dietary preferences, well-being, and physical activity. Gardening promotes students’ leadership and lifelong learning skills, especially when integrated into the community. Yet, there remains relatively little evidence of the processes in which gardens provide grounds for transformative environmental learning as well as factors that favor school garden integration and sustainability. This integrated-article dissertation explores the role of school gardens as an instructional setting for environmental education (EE) through the following research questions: 1. What are the pedagogical approaches afforded by school gardens to teach EE in elementary schools? 2. Does participating in a school garden influence elementary students’ conceptualization of environmental topics? 3. What effect, if any, do school gardens have on high school students’ positive youth development, social justice awareness, and community building skills? 4. What are the initial and advanced stages of school–community partnership for school gardens’ establishment, community integration, and sustainability? 5. What administrative support structures are needed for school gardens to succeed? This exploratory study employed a mixed-methods approach, specifically a case study method. The setting for this case study was an urban elementary school and a high school in Ontario, Canada. Participants included students, their teachers, principals, garden coordinators, and garden volunteers. The data sources included semi-structured interviews, survey responses, and school garden observation. Findings show the promising impact of the school garden on students’ environmental learning and stewardship, positive youth development, community building skills, and social justice awareness. This research advances knowledge about the role of school-community partnerships in the context of school gardens and highlights the domains of administrators’ support for teachers to integrate gardens in their teaching. Thus, this study aims to encourage the large-scale adoption of school gardens as agents of change in EE and to inspire educators and administrators to green their school grounds.

Summary for Lay Audience

School gardens are nurtured areas near or around schools that are mainly cared for by students, teachers and volunteers and they are used for a variety of purposes. School gardens produce vegetables and fruits, ornamental plants, and small-scale staple food. School gardens incorporate hands-on learning and problem-solving activities. Research has shown the potential of school gardens in improving students’ academic performance, dietary preferences, well-being, and physical activity. Gardening promotes students’ leadership and lifelong learning skills, especially when integrated into the community. Yet, there remains relatively little evidence of how gardens can be used as tools for teaching and learning in environmental education (EE) as well as factors that favor school garden integration and sustainability. This dissertation is composed of four articles that explore the role of school gardens in an urban elementary school and a high school in Ontario, Canada. The data sources included semi-structured interviews, survey responses, and school garden observation. Findings show the promising impact of the school garden on students’ environmental learning and responsibility, positive youth development, community building skills, and social justice awareness. This research advances knowledge about the role of school-community partnerships in the context of school gardens and highlights the necessity of administrators’ support for teachers to integrate gardens in their teaching. Thus, this study encourages the large-scale adoption of school gardens by highlighting expectations and inspiring educators and administrators to green their school grounds.

Download

Share

COinS