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A New Perspective in Education: Approach of Garden-Based Education

Year 2021, Volume: 9 Issue: 2, 529 - 540, 15.04.2021
https://doi.org/10.18506/anemon.819314

Abstract

Nowadays, interest in garden-based education approach is increasing day by day. The point that the garden-based education approach emphasizes from theory to practice is the emphasis on "learning by doing", which integrates the relationship between nature and education. Therefore, the main purpose of this research is to provide information on the philosophical foundations of garden-based education and contribute to the inclusion of this approach in education. As a result, much of the garden-based education approach to education from pre-school to higher education programs in Turkey are not reflected in theory reveals the necessity to extend the application of this approach. In this direction, suggestions have been presented to researchers, educators and experts involved in the development of educational policies.

References

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Eğitimde Yeni Bir Perspektif: Bahçe Temelli Eğitim Yaklaşımı

Year 2021, Volume: 9 Issue: 2, 529 - 540, 15.04.2021
https://doi.org/10.18506/anemon.819314

Abstract

Günümüzde bahçe temelli eğitim yaklaşımına ilgi gün geçtikçe artmaktadır. Bahçe temelli eğitim yaklaşımının teoriden pratiğe altını çizdiği nokta doğa ile eğitim ilişkisini bütünleştiren “yaparak yaşayarak öğrenmeye” yaptığı vurgudur. Dolayısıyla bu araştırmanın temel amacı bahçe temelli eğitim yaklaşımının felsefi ve teorik temellerine ilişkin bilgiler sunarak bu yaklaşıma eğitimde daha fazla yer verilmesine katkı sağlamaktır. Bu bağlamda, bahçe temelli eğitim kavramı, bahçe temelli eğitim yaklaşımının felsefi ve teorik temelleri, tarihi arka planı, eğitime olan katkıları ve sürdürülebilirliğinde karşılaşılan zorluklar açıklanmıştır. Elde edilen sonuçlar, Türkiye’de bahçe temelli eğitim yaklaşımının okul öncesi eğitimden yükseköğretim kademesine kadar eğitim programlarında teoriden uygulamaya yaygınlaştırılması gerekliliğini ortaya koymaktadır. Bu doğrultuda bu çalışmada araştırmacılara, eğitimcilere ve eğitim politikalarının geliştirilmesi sürecinde yer alan uzmanlara yönelik öneriler sunulmaktadır.

References

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  • Austin, S. (2017). Garden-based learning in primary schools: Meeting the challenges and reaping the benefits (Unpublished master’s of education thesis). St. Patrick’s College, Dublin City University, Dublin. https://pdfs.semanticscholar.org/1212/cf4318ca5a2ec68a609f43debcbc48ceab40.pdf. (Erişim tarihi 12.09.2020).
  • Azuma, A., Horan, T., & Gottlieb, R. (2001). A place to learn and a place to grow: School gardens in the Los Angeles Unified School District, A Survey, Case Studies, and Policy Recommendations. UEP Faculty and UEPI Staff Scholarship. https://core.ac.uk/download/pdf/73345713.pdf. (Erişim tarihi 20.09.2020).
  • Berezowitz, C. K., Bontrager-Yoder, A. B., & Schoeller, D. A. (2015). School gardens enhance academic performance and dietary outcomes in children. The Journal of School Health, 85(8), 508-518.
  • Bergeron, L., Schrader, D., & Williams, K. (2019). Guest editors' introduction: Unpacking the role of assessment in problem and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 13(2). https://doi.org/10.7771/1541-5015.1936.
  • Block, K., Gibbs, L., Staiger, P. K., Gold, L., Johnson, B., Macfarlane, S., & Townsend, M. (2012). Growing community: The impact of the Stephanie Alexander Kitchen Garden Program on the social and learning environment in primary schools. Health Education & Behavior, 39, 419-432.
  • Brun, J. (2003). Stoa felsefesi. (M. Atıcı, Çev.) İstanbul: İletişim Yayıncılık.
  • Bucklin-Sporer, A., & Pringle, R. K. (2010). How to grow a school garden: A comlete guide for parents and teachers. Portland: Timber Press.
  • Camasso, M. J., & Jagannathan, R. (2018). Nurture thru Nature: Creating natural science identities in populations of disadvantaged children through community education partnership. The Journal of Environmental Education, 49, 30-42.
  • Cutter-Mackenzie, A. N. (2009). Multicultural school gardens: Creating engaging garden spaces in learning about language, culture, and environment. Canadian Journal of Environmental Education, 14, 122-135.
  • Davis, J., Spaniol, M. R., & Somerset, S. (2015). Sustenance and sustainability: Maximizing the impact of school gardens on health outcomes. Public Health Nutrition, 18(13), 2358-2367.
  • Desmond, D., Grieshop, J., & Subramaniam, A. (2002). Revisiting garden based learning in basic education philosophical roots, historical foundations, best practices and products, impacts, outcomes, and future directions. International Institute for Educational Planning, Paris, France.http://www.fao.org/fileadmin/templates/ERP/2013/link_Virtual_pub/GBL_paper_for_SD.pdf (Erişim tarihi 20.09.2020).
  • Desmond, D., Grieshop, J., & Subramaniam, A. (2004). Revisiting garden-based learning in basic education. Rome: FAO of the United Nations. http://www.fao.org/3/a-aj462e.pdf. (Erişim tarihi: 10.09.2020).
  • Dewey, J. (1907). School and society. Chicago: The University of Chicago Press.
  • Dewey, J. (1996). Demokrasi ve eğitim. (S. Otaran, Çev.) İstanbul: Başarı Yayımcılık.
  • Duncan, D. W., Collins, A., Fuhrman, N. E., Knauft, D. A., & Berle, D. C. (2016). The impacts of a school garden program on urban middle school youth. Journal of Agricultural Education, 57(4), 174-185.
  • Dündar, S. (2007). Alternatif eğitimin felsefi temelleri ve alternatif okullardaki uygulamalar (Yayınlanmamış yüksek lisans tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Dyment, J. E., & Bell, A. C. (2008). Grounds for health: The intersection of green school grounds and health-promoting schools. Environmental Education Research, 14(1), 77-90.
  • Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice, 4(1), 1-24.
  • Eugenio, M., & Aragón, L. (2018). Experiencias educativas en relación a la agroecología en la educación superior española contemporánea: Presentación de la red universidades cultivadas. Agroecología, 11(1), 31-39.
  • FAO (2010). Food and Agriculture Organization of the United Nations. A New Deal for School Gardens. FAO, Rome. http://www.fao.org/3/i1689e/i1689e.pdf. (Erişim tarihi:03.09.2020).
  • Fraser, S., & Gestwicki, C. (2002). Authentic childhood exploring Reggio Emilia in the classroom. New York: Delmar.
  • Freire P. (2014). Yüreğin pedagojisi. (Ö. Orhangazi, Çev.) Ankara: Ütopya Yayınevi.
  • Froebel, J. F. (1998). The education of man. http://froebelweb.tripod.com/web7000.html (Erişim tarihi:04.09.2020)
  • Gordon P. (1994). UNESCO: International Bureau of Education. France, 24(1/2), 279-296. http://www.ibe.unesco.org/(Erişim tarihi: 04.09.2020)
  • Gordon, A. M., Miles A., & Browne K. W. (2007). Beginning essentials in early childhood education. New York: Thomson.
  • Graham, H., Beall, D. L., Lussier, M., McLaughlin, P., & Zidenberg-Cherr, S. (2005). Use of school gardens in academic instruction. Journal of Nutrition Education & Behavior, 37(3), 147-151. Gronemeyer, M. (1987). Ecological education a failing practice? or Is the ecological movement an educational movement? in Adult Education and the Challenges of the 1990s. (Ed.Walter Leirman & Lindra Kulich), chapter five, p. 70-83, Croom Helm, New York.
  • Hayden-Smith, R. (2010). Sowing the seeds of victory: National wartime gardening programs in the United States during World War I. Jefferson. North Carolina: McFarland & Company, Inc., Publishers.
  • Heim, S., Stang, J., & Ireland, M. (2009). A garden pilot project enhances fruit and vegetable consumption among children. Journal of American Dietetic Association, 109(7), 1220- 1226.
  • Hinkley, T., Crawford, D., Salmon, J., Okely, A. D., & Hesketh, K. (2008). Preschool children and physical activity: A review of correlates. Am J Prev Med., 34(5), 435-441.
  • Huys, N., De Cocker, K., De Craemer, M., Roesbeke, M., Cardon, G., & De Lepeleere, S. (2017). School gardens: A qualitative study on implementation practices. International Journal of Environmental Research and Public Health, 14(12), 1454.
  • Kahn, R. (2008). From education for sustainable development to ecopedagogy: Sustaining capitalism or sustaining life? Green Theory & Praxis: The Journal of Ecopedagogy, 4(1), 1-14.
  • Kahn, R. (2010). Critical pedagogy, ecoliteracy, and planetary crisis: The ecopedagogy movement. New York: Peter Lang.
  • Kaya, D., & Gündüz, M. (2015). Alternatif eğitim ve toplumsal değişim üzerindeki etkisi: “Waldorf okulları örneği”. Milli Eğitim Dergisi, 44(205) 5-25.
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There are 79 citations in total.

Details

Primary Language Turkish
Journal Section Review Article
Authors

Gülşah Taşçı 0000-0003-0701-2824

Hande Usbaş Kaya 0000-0002-0303-9846

F. Lemis Önkol Bektaş 0000-0001-5905-5741

Publication Date April 15, 2021
Acceptance Date December 16, 2020
Published in Issue Year 2021 Volume: 9 Issue: 2

Cite

APA Taşçı, G., Usbaş Kaya, H., & Önkol Bektaş, F. L. (2021). Eğitimde Yeni Bir Perspektif: Bahçe Temelli Eğitim Yaklaşımı. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 9(2), 529-540. https://doi.org/10.18506/anemon.819314

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.