Garden-based learning strengthens student's life learning and positive attitudes

The purpose of this study was to investigate the effect of participation in garden-based learning and e-learning on third grader's relational attitudes. Specifically the study explored how incorporating experiential, garden-based learning modalities impacted relationships between the self and other people, places, or objects.

An even distribution of male (15) and female (16) third graders (n =31) enrolled in a natural sciences class in Taiwan participated in the study. As part of the 15-week intervention, students engaged in a collaborative, garden-based, and e-learning program comprised of three, weekly sessions including time in the garden, building, planting and maintaining, and time spent in the classroom. Outcomes, including life education, learning, and learning attitudes were assessed.

Results indicated that there were no significant differences in outcomes based on gender, race, group membership, or prior gardening history. Participants demonstrated statistically significant increases in life attitudes with all four relational attitudes (e.g. self-self, other-self, object-self, and nature-self). Participants indicated that the combinations of garden-based learning (GBL) and e-learning (EL), as well as e-learning (EL) paired with collaborative learning (CL) contributed most to their overall learning. The pairing of GBL and CL seemed to have minimal impact on learning from a self report or preference standpoint; however, statistically significant increases in learning effects were manifest for the pairing of GBL and CL. There were no significant gains in learning transfer, life education effects, or involvement for any of the pairings. Additionally, correlations between preference for GBL and two life attitudes (other-self, object self), GBL involvement and one life attitude (self-self), EL involvement and one life attitude (other-self), EL life education effects and one life attitude (other-self) and CL learning effects and one life attitude (self-self) were present.  Content analysis of PowerPoint slides developed by the students revealed themes and sub themes related to each of the life attitudes: Self-self was underscored by self reflection, diligence and responsibility. Other-self was marked by mutual assistance, cooperation, discussion and sharing, understanding, and gratitude.  Object-self was connected to people, the environment, and care for life. Finally, Nature-self had closeness to nature and mysteries of life as its sub-themes.

While garden-based learning alone does not seem to increase life attitudes in children, its pairing with E-learning and collaborative learning components appears to influence gains in these areas.