Science Learning from the School Garden through Participatory Action Research in Nepal

Author:

Acharya Kamal,Budhathoki Chitra,Acharya Milan

Abstract

Nepal's NORHED/Rupantaran project designed and developed participatory action research through school gardening. This study explored the ways for the community schools, science teachers and basic level (grade five to eight) students to foster a sense of agency in the school science curriculum through life-based experiential learning. Qualitative research design on thematic and verbatim methods are used to collect and analyze the data in this study. The findings show that school gardening activities are helpful and productive for science teaching and learning. The evidence from participatory action research experiences in actual school settings would provide new insights for policymakers to transform the school science curriculum. Further, the study findings show collaborative knowledge production through school gardening in a contextual environment, often neglected in community school science teaching and learning. The implications of the research findings could contribute to policy-level discussions about science teachers' professional development.

Publisher

Nova Southeastern University

Subject

Education,Cultural Studies,Social Psychology

Cited by 5 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Exploring Critical Reflection on Science Teachers’ Experiences: A Qualitative Inquiry;The Qualitative Report;2024-08-30

2. Pedagogical Transformation Through School Garden as a Living Laboratory in Public Schools in Nepal;Implementing Transformative Education With Participatory Action Research;2023-11-17

3. Gardening at School for New Good Life: Entrepreneurship for Sustainable Education in the Public Schools in Nepal;The Qualitative Report;2023-06-19

4. “Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era;Eurasia Journal of Mathematics, Science and Technology Education;2023-02-01

5. AKČNÝ VÝSKUM A PROFESIJNÝ ROZVOJ UČITEĽA;Sborník z mezinárodní konference ICOLLE 2022: „Omnes, omnia, omnio“ pro 21. století;2023

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