Exploring Pre-service Teachers’ Perceptions about the Use of School Gardens in Education for Sustainability
Abstract
This study examines pre-service teachers' attitudes, interests, and views about the use of school gardens in education for sustainability, as well as pre-service teachers’ range of understanding about the use of school gardens in education for sustainability and how they think school gardens impact students' cognitive, affective, and psychomotor learning for sustainability. To answer the main research questions, a mixed-methods research approach was used in the study. Parajuli’s Partnership Model of Sustainability was used as the conceptual framework for this research, which emphasizes four main aspects of sustainability: ecology, economy, equity/social justice, and bio-cultural diversity. The research findings revealed that the majority of pre-service teachers have overall positive attitudes, interests, and views about the use of school gardens in education for sustainability. Also, there was no statistically significant difference in the overall attitude, interests, and views between different demographic data of pre-service teachers, such as their age, sex, year of study, and teachable subjects. As well, results showed that the majority of pre-service teachers do not have a suitable understanding of the concept of "education for sustainability," and their understanding of the use of school gardens in education for sustainability aligns with only certain aspects of sustainability. Furthermore, the study revealed particular learning outcomes of school gardens suggested by pre-service teachers that address students’ knowledge, skills, and attitudes toward sustainability. The study also provided insight into pre-service teachers’ future tendencies to use school gardens in education as well.