K-8 Teachers’ Perspectives on Integrating Science in the Learning Gardens at Low-Income Schools

• In Event: Equity, Diversity, and Science Education

Abstract

This study presents results from a summer program over two years that involved forty K-8 teachers in teaching Science (as part of STEM project) hands-on in the Learning Gardens at four low-income schools in Portland, Oregon. These schools represent the growing ethnic, linguistic, and cultural diversity in the district. Teacher voices capture their perspectives on teaching Science in the learning gardens, and also address issues of social and environmental justice. Engagement with school gardens and the soils on which learning takes place appears to provide simple yet authentic day-to-day experiences in Science that also bring mindfulness to life science lessons. School gardens provide a rich context for learning both for teachers and students by embracing experiential, integrated, and collaborative learning.

Authors

• Dilafruz R. Williams, Portland State University

• Sybil Kelley, Portland State University