School Gardening Activities as Contextual Scaffolding for Learning Science: Participatory Action Research in a Community School in Nepal

Autor/inn/en	Acharya, Kamal Prasad; Budhathoki, Chitra Bahadur; Bjønness, Birgitte; Devkota, Bhimsen
Titel	School Gardening Activities as Contextual Scaffolding for Learning Science: Participatory Action Research in a Community School in Nepal
Quelle	In: Educational Action Research, 30 (2022) 3, S.462-479 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Acharya, Kamal Prasad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1850494
Schlagwörter	Gardening; Science Instruction; Teaching Methods; Foreign Countries; Learning Processes; Scientific Concepts; Grade 6; Grade 7; Science Teachers; Group Discussion; Intervention; Parent Participation; Barriers; Science Curriculum; Teacher Attitudes; Student Attitudes; Parent Attitudes; Active Learning; Learner Engagement; Concept Formation; Scaffolding (Teaching Technique); Nepal + Suchen Sie Ihr Suchwort? Gartenarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Learning process; Lernprozess; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Gruppendiskussion; Elternmitwirkung; Lehrerverhalten; Schülerverhalten; Elternverhalten; Aktives Lernen; Concept learning; Begriffsbildung
Abstract	Literature on school education suggests that teaching and learning science in basic level community schools in Nepal is largely theoretical. Consequently, achievement levels and the understanding of concepts of science is much below policy expectations. This paper builds on a shift from dogmatic lecturing to activity-based pedagogy using school gardening as contextual scaffolding for learning science in community schools in central Nepal. Five focus group discussions and observations were carried out among sixth and seventh graders, science teachers, and parents of an action (intervention) school located in the Chitwan district of Nepal, with support from the NORHED/Rupantaran project. At the beginning of the PAR project, the barriers associated with startup gardening activities were time allocation, integration of gardening activities with the science curriculum, and the ongoing engagement of parents. Later in the project, students, science teachers, and parents reported on their experiences such as active and meaningful engagement in activity-based pedagogy through school gardening. Overall, school gardening activities were found to have positive effects on students' understanding of scientific concepts, connecting school gardens in a contextual scaffold. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01