國立虎尾科技大學 |

Growing minds : = The effect of school gardening programs on the science achievement of elementary students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Growing minds :/
其他題名:	The effect of school gardening programs on the science achievement of elementary students.
作者:	Klemmer, Cynthia Davis.
面頁冊數:	1 online resource (199 pages)
附註:	Source: Dissertations Abstracts International, Volume: 64-06, Section: B.
Contained By:	Dissertations Abstracts International64-06B.
標題:	Environmental science. -
電子資源:	click for full text (PQDT)
ISBN:	9780493764801

Growing minds : = The effect of school gardening programs on the science achievement of elementary students.
Klemmer, Cynthia Davis.

Growing minds :The effect of school gardening programs on the science achievement of elementary students. - 1 online resource (199 pages)

Source: Dissertations Abstracts International, Volume: 64-06, Section: B.

Thesis (Ph.D.)--Texas A&M University, 2002.

Includes bibliographical references

Science literacy refers to a basic knowledge and understanding of science concepts and processes needed to consider issues and make choices on a daily basis in an increasingly technology-driven society. A critical precursor to producing science literate adults is actively involving children in science while they are young. National and state (TX) science standards advocate the use of constructivist methods including hands-on, experiential activities that foster the development of science process skills through real-world investigations. School gardens show promise as a tool for implementing these guidelines by providing living laboratories for active science. Gardens offer opportunities for a variety of hands-on investigations, enabling students to apply and practice science skills. School gardens are increasing in popularity; however, little research data exists attesting to their actual effectiveness in enhancing students' science achievement. The study used a quasi-experimental posttest-only research design to assess the effects of a school gardening program on the science achievement of 3rd, 4th, and 5th grade elementary students. The sample consisted of 647 students from seven elementary schools in Temple, Texas. The experimental group participated in school gardening activities as part of their science curriculum. The control group did not garden and were taught using traditional classroom-based methods. Results showed higher scores for students in the experimental group which were statistically significant. Post-hoc tests using Scheffe's method revealed that these differences were attributed to the 5th grade. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective for both genders. Within each gender, statistical significance was found between males in the experimental and control groups at all three grade levels, and for females in the 5 th grade. This research indicated that gardening was a successful teaching method for raising science achievement scores for boys in 3rd, 4 th, and 5th grades, and for girls in the 5th grade. The finding for girls may be important because it mediated a trend of decreasing scores in the control group at an age just prior to the onset of adolescence, when achievement and interest in science typically decrease.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780493764801Subjects--Topical Terms:

1179128
Environmental science.
Subjects--Index Terms:

Elementary studentsIndex Terms--Genre/Form:

554714
Electronic books.

Growing minds : = The effect of school gardening programs on the science achievement of elementary students.
LDR:03787ntm a22003977 4500 001 1144008
005 20240531084206.5
006 m o d
007 cr mn ---uuuuu
008 250605s2002 xx obm 000 0 eng d
020 $a 9780493764801
035 $a (MiAaPQ)AAI3060835
035 $a AAI3060835
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Klemmer, Cynthia Davis. $3 1468891
245 1 0 $a Growing minds : $b The effect of school gardening programs on the science achievement of elementary students.
264 0 $c 2002
300 $a 1 online resource (199 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 64-06, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Zajicek, Jayne M.
502 $a Thesis (Ph.D.)--Texas A&M University, 2002.
504 $a Includes bibliographical references
520 $a Science literacy refers to a basic knowledge and understanding of science concepts and processes needed to consider issues and make choices on a daily basis in an increasingly technology-driven society. A critical precursor to producing science literate adults is actively involving children in science while they are young. National and state (TX) science standards advocate the use of constructivist methods including hands-on, experiential activities that foster the development of science process skills through real-world investigations. School gardens show promise as a tool for implementing these guidelines by providing living laboratories for active science. Gardens offer opportunities for a variety of hands-on investigations, enabling students to apply and practice science skills. School gardens are increasing in popularity; however, little research data exists attesting to their actual effectiveness in enhancing students' science achievement. The study used a quasi-experimental posttest-only research design to assess the effects of a school gardening program on the science achievement of 3rd, 4th, and 5th grade elementary students. The sample consisted of 647 students from seven elementary schools in Temple, Texas. The experimental group participated in school gardening activities as part of their science curriculum. The control group did not garden and were taught using traditional classroom-based methods. Results showed higher scores for students in the experimental group which were statistically significant. Post-hoc tests using Scheffe's method revealed that these differences were attributed to the 5th grade. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective for both genders. Within each gender, statistical significance was found between males in the experimental and control groups at all three grade levels, and for females in the 5 th grade. This research indicated that gardening was a successful teaching method for raising science achievement scores for boys in 3rd, 4 th, and 5th grades, and for girls in the 5th grade. The finding for girls may be important because it mediated a trend of decreasing scores in the control group at an age just prior to the onset of adolescence, when achievement and interest in science typically decrease.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Environmental science. $3 1179128
650 4 $a Science education. $3 1151737
650 4 $a Elementary education. $3 1148439
653 $a Elementary students
653 $a Gardening
653 $a Horticulture
653 $a Science achievement
655 7 $a Electronic books. $2 local $3 554714
690 $a 0768
690 $a 0714
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Texas A&M University. $3 845439
773 0 $t Dissertations Abstracts International $g 64-06B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3060835 $z click for full text (PQDT)