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

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.

Keywords

• Garden-Baesed Education
• Nature-Based Learning
• Education Policies
• School Garden

Eğitimde Yeni Bir Perspektif: Bahçe Temelli Eğitim Yaklaşımı

Öz

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.

Anahtar Kelimeler

• Bahçe Temelli Öğrenme
• doğa temelli eğitim
• eğitim politikaları
• okul bahçesi

Kaynakça

1. Acker, D., & Gasperini, L. (2009). Education for rural people: The role of education, training and capacity development in poverty reduction and food security. FAO, Rome. http://www.fao.org/3/i0760e/i0760e.pdf (Erişim tarihi 05.09.2020).
2. 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).
3. 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).
4. 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.
5. 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.
6. 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.
7. Brun, J. (2003). Stoa felsefesi. (M. Atıcı, Çev.) İstanbul: İletişim Yayıncılık.
8. Bucklin-Sporer, A., & Pringle, R. K. (2010). How to grow a school garden: A comlete guide for parents and teachers. Portland: Timber Press.

9. 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.
10. 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.
11. 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.
12. 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).
13. 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).
14. Dewey, J. (1907). School and society. Chicago: The University of Chicago Press.
15. Dewey, J. (1996). Demokrasi ve eğitim. (S. Otaran, Çev.) İstanbul: Başarı Yayımcılık.
16. 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.
17. Dündar, S. (2007). Alternatif eğitimin felsefi temelleri ve alternatif okullardaki uygulamalar (Yayınlanmamış yüksek lisans tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
18. 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.
19. Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice, 4(1), 1-24.
20. 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.
21. 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).
22. Fraser, S., & Gestwicki, C. (2002). Authentic childhood exploring Reggio Emilia in the classroom. New York: Delmar.
23. Freire P. (2014). Yüreğin pedagojisi. (Ö. Orhangazi, Çev.) Ankara: Ütopya Yayınevi.
24. Froebel, J. F. (1998). The education of man. http://froebelweb.tripod.com/web7000.html (Erişim tarihi:04.09.2020)
25. Gordon P. (1994). UNESCO: International Bureau of Education. France, 24(1/2), 279-296. http://www.ibe.unesco.org/(Erişim tarihi: 04.09.2020)
26. Gordon, A. M., Miles A., & Browne K. W. (2007). Beginning essentials in early childhood education. New York: Thomson.
27. 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.
28. 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.
29. 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.
30. 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.
31. 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.
32. 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.
33. Kahn, R. (2010). Critical pedagogy, ecoliteracy, and planetary crisis: The ecopedagogy movement. New York: Peter Lang.
34. Kaya, D., & Gündüz, M. (2015). Alternatif eğitim ve toplumsal değişim üzerindeki etkisi: “Waldorf okulları örneği”. Milli Eğitim Dergisi, 44(205) 5-25.
35. Kirkham, J. A., & Kidd, E. (2015). The effect of Steiner, Montessori, and national curriculum education upon children’s pretence and creativity. The Journal of Creative Behavior, 51(1) 20-34.
36. Klein, L. (2012). Garden-based learning: A look at its Importance for children. Prescott College. http://search.proquest.com/docview/1021050377/abstract/DC3E0732B120472CPQ/1(Erişim tarihi: 20.09.2020)
37. Klemmer, C. D., Waliczek, T., & Zajicek, J. M. (2005). Development of a science achievement evaluation instrument for a school garden program. Horttechnology, 15, 433-438.
38. Kotaman, H. (2009). Rudolf Steiner ve Waldorf okulu. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, V(I), 174-194.
39. Lautenschlager-Beckman, L., & Smith, C. (2008). An evaluation of inner-city youth garden program participants’ dietary behavior and garden and nutrition knowledge. Journal of Agricultural Education, 49(4), 11-24.
40. Lee, R., & Cubbin, C. (2009). Striding toward social justice: The ecologic milieuof physical activity. Exercise and Sport Sciences Reviews, 37, 10-17.
41. Linder, S. M., Powers-Costello, B., & Stegelin, D. A. (2011). Mathematics in early childhood: Research-based rationaleand practical strategies. Early Childhood Education Journal, 39, 29-37.
42. Lohr, V., & Person-Minis, C. H. (2005). Children’s active and passive interactions with plants influence their attitudes and actions as adults. HortTchnology, 15(3), 472-476.
43. Mama, S., Soltero, E., Ledoux, T., Gallagher, M., & Lee, R. (2014). Solving the obesity epidemic: Voices from the community. Nursing Inquiry, 21(3), 192-201.
44. Maynard, T., Waters, J., & Clement, J. (2013). Child-initiated learning, the outdoor environ-ment and the “underachieving” child. Early Years, 33 (3), 212-225.
45. Milfont, T. L., & Duckitt, J. (2010). The environmental attitudes inventory: A valid and reliable measure to assess the structure of environmental attitudes. Journal of Environmental Psychology, 30, 80-94.
46. Montessori, M. (1997). Çocuk eğitimi, Montessori metodu. (G. Yücel, Çev.). 5. Basım, İstanbul: Özgür Yayınları.
47. Morris, J., & Zidenberg-Cherr, S. (2002) Garden-enhanced nutrition curriculum improves fourth-grade school children’s knowledge of nutrition and preference for vegetables. Journal of the American Dietetic Association, 10, 91-93.
48. New, R. S. (1993). Reggio Emilia: Some lessons for U.S. Educators, 1-7.
49. New, R. S. (2001). Italian early care and education: The social construction of policies, programs and practices. Phi Delta Kappan, 83(3), 11-226.
50. Nicholson, D. W. (2000). Layers of experience: Forms of representation in a Waldorf school classroom. Journal of Curriculum Studies, 32, 575-587.
51. Nielsen, G., Grønfeldt, V., Toftegaard-Støckel, J., & Andersen, L. B. (2012). Predisposed to participate? The influence of family socio-economic background on children’s sports participation and daily amount of physical activity. Sport in Society, 15(1), 1-27.
52. Okur, E. (2012). Sınıf dışı deneyimsel öğretim: Ekoloji uygulaması (Yayımlanmamış Doktora Tezi). Çanakkale Onsekiz Mart Üniversitesi, Eğitim Bilimleri Enstitüsü, Çanakkale.
53. Ozer, E. J. (2007). The effects of school gardens on students and schools: Conceptualization and considerations for maximizing healthy development. Health Education & Behavior, 34, 846-863.
54. Pate, R., Pfeiffer, K., Trost, S., Ziegler, P., & Dowda, M. (2004). Physical activity among children attending preschools. Pediatrics, 114, 1258-1263.
55. Pestalozzi, H. (2018). Çocuğunu nasıl eğitirsin? (B. Erdoğdu, Çev.). Roza Yayınevi.
56. Robinson, C. W., & Zajicek, J. M. (2005). Growing minds: The effects of one-year school garden program on six constructs of life skills of elementary school children. Horttechnology, 15, 453-457.
57. Rosenthal, J. L. (2018). Teacher candidates in the garden. Science Activities, 55(1-2), 20-27.
58. Rousseau, J. J. (2006). Emile. (Ü. Akagündüz, Der.) İstanbul: Selis Kitaplar.
59. Schneider, S., Pharr, J., & Bungum, T. (2017). Impact of school garden participation on the health behaviors of children. Health Behavior and Policy Review, 4(1), 46-52.
60. Sealy, M. R. (2001). A garden for children at family road care center (Unpublished master’s thesis). Graduate faculty of Louisiana State University and Agricultural Mechanical College: School of Landscape Architecture.
61. Seldin, T. (2000). Montessori 101: Some basic information that every Montessori parent should know. Tomorrow’s Child Magazine. Back to School, 8(5), 5-6.
62. Sibley, B., & Etnier, J. (2003). The Relationship between physical activity and cognition in children: A meta-analysis. Pediatric Exercise Science, 15, 243-256. Skelly, S. M., & Bradley, J. (2000). The importance of school gardens as perceived by Florida elementary school teachers. Horttechnology, 10, 229-231.
63. Smith, L. L., & Motsenbocker, C. (2005). Impact of hands-on science through school gardening in Louisiana public elementary schools. Horttechnology, 15, 439-443.
64. Sönmez, V. (2008). Türk eğitim sisteminin felsefi temelleri. A. Boyacı (Ed.), Eğitim sosyolojisi ve felsefesi içinde. Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayını No: 973.
65. Spence, J. C., & Lee, R. E. (2003). Toward a comprehensive model of physical activity. Psychology of Sport and Exercise, 4(1), 7-24.
66. Subramaniam, A. (2002). Garden-based learning in basic education: A historical review. http://www.whatkidscando.org/featurestories/2009/11_school_gardens/pdf/School%20Garden%20History.pdf. (Erişim tarihi:15.08.2020).
67. Swank, J. M., & Swank, D. E. (2013). Student growth within the school garden: Addressing personal/ social, academic, and career development. https://files.eric.ed.gov/fulltext/EJ1034738.pdf (Erişim tarihi:10.09.2020)
68. Taşçı, G., & Beşiktaşlı, E. (2019). Bahçe temelli öğrenme ile ilgili öğretmen görüşlerinin incelenmesi. VI. International Eurasian Educational Research Congress (Özet Bildiri) 19-22 Haziran, Ankara.
69. Tepebağ, D., & Aktaş-Arnas, Y. (2017). Okul öncesi öğretmenlerinin okul bahçesini eğitsel amaçlı kullanımına yönelik görüşlerinin incelenmesi. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 2(2), 50-67.
70. Toran, M. (2014). Steiner pedagojisi ve Waldorf okulları. Z. Fulya Temel (Ed.), Her yönüyle okul öncesi eğitim içinde (ss. 18-41). Ankara: Hedef Basın Yayın.
71. Tran, C. (2015). Seeds of change: The value of school gardens in education and community health. https://www.kcet.org/shows/departures/seeds-of-change-the-value-of-school-gardens-in-education-and-community-health. (Erişim tarihi:15.08.2020).
72. Turner, B. (2011) Embodied connections: Sustainability, food systems and community gardens. Local Environment, 16(6), 509-522.
73. Ürey, M., Çepni, S., Köğce, D., & Yıldız, C. (2013). Serbest etkinlik çalışmaları dersi kapsamında geliştirilen fen temelli ve disiplinler arası okul bahçesi programının öğrencilerin bazı matematik kazanımları üzerine etkisinin değerlendirilmesi. Türk Fen Eğitimi Dergisi, 10(3), 37-58.
74. Ürey, M., Çepni, S., & Kaymakçı, S. (2015). Fen temelli ve disiplinler arası okul bahçesi programının bazı sosyal bilgiler öğretim programı kazanımları üzerine etkisinin değerlendirilmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 7-30.
75. Ürey, M., & Çepni, S. (2015). Fen temelli ve disiplinler arası okul bahçesi programının bazı fen ve teknoloji dersi kazanımları üzerine etkisinin farklı değişkenler açısından değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(2), 166-184.
76. Wells, N. M., Myers, B. M., Todd, L. E., Barale, K., Gaolach, B., Ferenz, G., Aitken, M., Henderson, C. R., Tse, C., Pattison, K. O., Taylor, C., Connerly, L., Carson, J. B., Gensemer, A. Z., Franz, N. K., & Falk, E. (2015). The effects of school gardens on children’s science knowledge: A randomized controlled trial of low-income elementary school. International Journal of Science Education, 37(17), 2858-2878.
77. Wilcox, S., Parra-Medina, D., Felton, G., Poston, M. B., & McClain, A. C. (2010). Adoption and implementation of physical activity and dietary counseling by community health center providers and nurses. Journal of Physical Activity & Health, 7(5), 602-612.
78. Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 83(2), 211-235.
79. Williams, D. R. (2018). Garden-based education. In Oxford Research Encyclopedia of Education. New York: Oxford University Press.