The Growing Phenomenon of School Gardens: Measuring Their Variation and Their Affect on Students' Sense of Responsibility and Attitudes Toward Science and the Environment
The Growing Phenomenon of School Gardens: Measuring Their Variation and Their Affect on Students' Sense of Responsibility and Attitudes Toward Science and the Environment
复制标题
学校花园的增长现象：衡量其变化及其对学生的责任感以及对科学和环境的态度的影响
DOI：
10.1080/15330150701319438
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发表时间：
2007
影响因子：
--
通讯作者：
J. Bradley
中科院分区：
文献类型：
--
作者：
S. Skelly;J. Bradley
本文总结了 2000 年对学校花园计划及其变化的研究，以及这种变化对 427 名三年级学生的责任感以及对科学和环境的态度的影响。我们制定了一份教师调查问卷，以深入了解教师如何与学生一起使用学校花园以及在课程中使用学校花园。从 28 名三年级教师收集的信息用于开发花园类型的分类框架或类型学，作为分析的自变量。学校花园项目变化的数据被简化为基于强度的类型学，强度是通过学生在花园之前和期间参加的花园相关活动的数量（高、中和低）以及学校花园的形式（花卉、蔬菜或花卉/蔬菜组合）来衡量的，从而形成了九种花园类型。使用协方差检验分析来确定九种类型的学校花园是否存在显着差异。学校花园类型和学生对科学的态度以及对科学研究有用性的态度存在显着差异。虽然学校花园类型、学生的责任感分数和环境态度没有显着差异，但每个要素的分数都非常高（表明责任感和积极的环境态度），变化很小。
This article summarizes a 2000 study of school garden programs and their variation and the impact of such variation on 427 third-grade students' sense of responsibility and attitudes toward science and the environment. A teacher questionnaire was developed to gain insight into how teachers use school gardens with their students and in their curriculum. The information gathered from 28 third-grade teachers was used to develop a classification framework or typology of garden types that served as the independent variable of analysis. Data on school garden program variation was simplified into a typology based on intensity, measured by the number of garden-related activities students participated in prior to and while in the garden (high, medium, and low), and the form of school gardens (flower, vegetable, or combination flower/vegetable), resulting in nine garden types. Analysis of covariance tests were used to determine if there were significant differences in the nine types of school gardens. Significant differences were found in the school garden types and students' attitudes toward science and attitudes toward the usefulness of science study. Although there were no significant differences in school garden types and students' responsibility scores and environmental attitudes, scores for each of these elements were very high (indicating a sense of responsibility and a positive environmental attitude) with little variation.