Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Arts

Program

Education

Supervisor

Decoito, Isha

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.

Summary for Lay Audience

The main objective of this study was to examine pre-service teachers’ perceptions about the use of school gardens in education for sustainability. The study explored three main research questions, focusing on 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 of the use of school gardens in education for sustainability and how they think school gardens impact students' cognitive, affective, and psychomotor learning for sustainability. Parajuli’s Partnership Model of Sustainability, which emphasizes four main aspects of sustainability: ecology, economy, equity/social justice, and bio-cultural diversity, was used as the conceptual framework for this research, and both quantitative and qualitative data were used to answer the research questions. 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 EfS. The study found that according to Parajuli’s Partnership Model of Sustainability, the majority of pre-service teachers do not have a proper understanding of the holistic viewpoint of the concept of EfS, and their understanding of the use of school gardens in education for sustainability is limited to the ecological and economical aspects of sustainability. Furthermore, pre-service teachers emphasized specific learning outcomes of school gardens that address students’ knowledge, skills, and attitudes toward sustainability, and these learning outcomes of school gardens addressed all four main aspects of sustainability. In addition, the study revealed pre-service teachers’ future tendencies to use school gardens in education as well. These findings contribute to the limited body of knowledge about pre-service teachers' perceptions of the use of school gardens in EfS and add to the existing literature on teachers’ current knowledge and understanding of the concept of "education for sustainability." The study recommends incorporating sustainability education into pre-service teacher education as a mandatory component to enhance teachers’ knowledge and understanding of the concept of EfS.

Download

Share

COinS