Assessing Educator Perceptions of Garden-Based Learning in K–12 Science Education

Abstract

Garden-based learning (GBL) curricula represents a pedagogy that increases student exposure to nature and connects them to engaging activities for higher classroom achievement. GBL is proposed to enhance student science self-perceptions, engagement, and desired outcomes in science learning and identity by connecting students to relatable, hands-on, and authentic learning experiences through a felt sense of place. Saint Louis Metro Area K–12 science educators were asked to describe their students’ self-perceptions, engagement, and outcomes in science and possible teaching experiences with GBL. Experienced Saint Louis Metro Area garden educators offer authentic, hands-on activities that increase feelings of belonging, competence, and autonomy in science. GBL strongly encourages positive behavioral and emotional student interactions with science lessons by providing an outdoor space that hosts exciting and relatable topics that expand students’ perceptions of their local environment, community, and themselves.