國立虎尾科技大學 |

School Garden-Based Science Pedagogy when Added to Traditional Science Curriculum Improves Urban School Students' Attitudes Toward Science Learning = = Jiang xiao yuan nong tian ke xiao jiao yu rong ru chuan tong ke xiao ke cheng shi, you zhu wu ti sheng dou shi xiao xiao xiao sheng dui ke xiao de xiao xi tai du.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	School Garden-Based Science Pedagogy when Added to Traditional Science Curriculum Improves Urban School Students' Attitudes Toward Science Learning =/
其他題名:	Jiang xiao yuan nong tian ke xiao jiao yu rong ru chuan tong ke xiao ke cheng shi, you zhu wu ti sheng dou shi xiao xiao xiao sheng dui ke xiao de xiao xi tai du.
其他題名:	Jiang xiao yuan nong tian ke xiao jiao yu rong ru chuan tong ke xiao ke cheng shi, you zhu wu ti sheng dou shi xiao xiao xiao sheng dui ke xiao de xiao xi tai du.
作者:	Hsiao, Tsan-Yueh Zeno.
面頁冊數:	1 online resource (371 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
標題:	Pedagogy. -
電子資源:	click for full text (PQDT)
ISBN:	9798381114386

School Garden-Based Science Pedagogy when Added to Traditional Science Curriculum Improves Urban School Students' Attitudes Toward Science Learning = = Jiang xiao yuan nong tian ke xiao jiao yu rong ru chuan tong ke xiao ke cheng shi, you zhu wu ti sheng dou shi xiao xiao xiao sheng dui ke xiao de xiao xi tai du.
Hsiao, Tsan-Yueh Zeno.

School Garden-Based Science Pedagogy when Added to Traditional Science Curriculum Improves Urban School Students' Attitudes Toward Science Learning =Jiang xiao yuan nong tian ke xiao jiao yu rong ru chuan tong ke xiao ke cheng shi, you zhu wu ti sheng dou shi xiao xiao xiao sheng dui ke xiao de xiao xi tai du.Jiang xiao yuan nong tian ke xiao jiao yu rong ru chuan tong ke xiao ke cheng shi, you zhu wu ti sheng dou shi xiao xiao xiao sheng dui ke xiao de xiao xi tai du. - 1 online resource (371 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--Widener University, 2023.

Includes bibliographical references

The present qualitative study aimed to investigate how school garden-based science pedagogy improves students' attitudes toward science learning, particularly in under-resourced urban school districts. The findings of this study suggest that the implementation of school garden-based science pedagogy can positively impact elementary students' attitudes and engagement with science learning. Notably, the involvement of academic service-learning university students as mentors and role models helps amplify the effects of garden-based science initiatives while concurrently providing reciprocal benefits for the university students, including enhanced civic awareness and applied academic development. These findings indicate that collaborative garden-based science projects could be effective strategies for supporting science education and cultivating curiosity among young students in high-needs school districts. The implications include integrating hands-on, cooperative learning pedagogical approaches more broadly across elementary science curricula in order to harness their potential for generating interest, fostering positive attitudes, and ultimately improving science learning outcomes. Further research studies could help refine best practices for implementation across various educational contexts. Additionally, the study highlights the promise of university-community partnerships as a means to develop and evaluate innovative experiential pedagogies that leverage gardening to effectively address persistent inequities in the opportunity gap.

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

Mode of access: World Wide Web

ISBN: 9798381114386Subjects--Topical Terms:

1148703
Pedagogy.
Subjects--Index Terms:

Science learningIndex Terms--Genre/Form:

554714
Electronic books.

School Garden-Based Science Pedagogy when Added to Traditional Science Curriculum Improves Urban School Students' Attitudes Toward Science Learning = = Jiang xiao yuan nong tian ke xiao jiao yu rong ru chuan tong ke xiao ke cheng shi, you zhu wu ti sheng dou shi xiao xiao xiao sheng dui ke xiao de xiao xi tai du.
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246 3 1 $6 880-02 $a Jiang xiao yuan nong tian ke xiao jiao yu rong ru chuan tong ke xiao ke cheng shi, you zhu wu ti sheng dou shi xiao xiao xiao sheng dui ke xiao de xiao xi tai du.
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500 $a Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
500 $a Advisor: Grant, Bruce W.
502 $a Thesis (Ed.D.)--Widener University, 2023.
504 $a Includes bibliographical references
520 $a The present qualitative study aimed to investigate how school garden-based science pedagogy improves students' attitudes toward science learning, particularly in under-resourced urban school districts. The findings of this study suggest that the implementation of school garden-based science pedagogy can positively impact elementary students' attitudes and engagement with science learning. Notably, the involvement of academic service-learning university students as mentors and role models helps amplify the effects of garden-based science initiatives while concurrently providing reciprocal benefits for the university students, including enhanced civic awareness and applied academic development. These findings indicate that collaborative garden-based science projects could be effective strategies for supporting science education and cultivating curiosity among young students in high-needs school districts. The implications include integrating hands-on, cooperative learning pedagogical approaches more broadly across elementary science curricula in order to harness their potential for generating interest, fostering positive attitudes, and ultimately improving science learning outcomes. Further research studies could help refine best practices for implementation across various educational contexts. Additionally, the study highlights the promise of university-community partnerships as a means to develop and evaluate innovative experiential pedagogies that leverage gardening to effectively address persistent inequities in the opportunity gap.
520 $a 本定性研究旨在探討如何透過校園農田的科學教育方法改善學生對科學的學習態度，特別針對資源不足的城市學區。研究結果顯示，採用校園農田的科學教育方法對小學生的科學學習態度和參與度產生積極地影響。值得注意的是，透過大學生參與服務學習，其作為小學生的榜樣，不僅增強了校園農田科學項目的效果，同時也為大學生提供了相互裨益的機會，包括提升公民意識和應用學術發展。本研究也發現，實施校園農田科學教育可在高需求學區有效地支持科學教育並激發年輕學生對學習科學的好奇心，並為有效的教育策略。結論中也涵蓋將合作學習的實作教學方法廣泛地納入小學科學課程，可發揮其長處，增加學生學習科學的興趣，培養積極學習態度，並最終增進科學學習成果。且在未來的研究中，可以進一步地完善在各種教育環境中的實踐。此外，本研究也強調了大學與社區合作做為一種創新體驗式教學法，可發展與評估校園農田教學法的運用，並綜合利用此教育方法來有效地解決持續惡化不平等的機會差距。
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
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650 4 $a Curriculum development. $3 1148494
650 4 $a Science education. $3 1151737
653 $a Science learning
653 $a Cooperative learning
653 $a Garden-based science education
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653 $a Motivations for lesson engagement
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30815349 $z click for full text (PQDT)
880 1 0 $6 245-01/$1 $a School Garden-Based Science Pedagogy when Added to Traditional Science Curriculum Improves Urban School Students' Attitudes Toward Science Learning = $b 將校園農田科學教育融入傳統科學課程時，有助於提升都市學校學生對科學的學習態度.
880 3 1 $6 246-02/$1 $a 將校園農田科學教育融入傳統科學課程時，有助於提升都市學校學生對科學的學習態度.