The Covid-19 pandemic teaching modalities in Turkey: An evaluation of school gardens and classes

School gardens play a huge role in learning about nature by children and young people. Lessons conducted in the open air surrounded by greenery develop the natural interests of students who can observe individual stages of plant development and change of seasons. In school gardens, classes in biological and chemical subjects, art, music, Polish and English can be conducted. The study presents a study of a selected case – a concept of land development at the Primary School in Stasin (Lubelskie Voivodeship) changing the current school environment into a sensory garden. The new project will meet the diverse needs of children, allow them to develop properly mental and physical, and allow teachers to conduct creative classes. The project created zones of the senses, dividing them into the zone of sight, hearing, touch, smell and taste. In addition, a representative zone in front of the building, an educational, sport and recreation zone were distinguished. Consistency of the whole assumption is provided by attractive plantings and unified small architecture.

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School Gardens

The Elementary School Teacher ◽

10.1086/453763 ◽

1908 ◽

Vol 8 (10) ◽

pp. 576-580 ◽

Cited By ~ 3

Author(s):

Louise Klein Miller

Keyword(s):

School Gardens

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“A Better Crop of Boys and Girls”: The School Gardening Movement, 1890–1920

History of Education Quarterly ◽

10.1111/j.1748-5959.2008.00126.x ◽

2008 ◽

Vol 48 (1) ◽

pp. 58-93 ◽

Cited By ~ 17

Author(s):

Sally Gregory Kohlstedt

Keyword(s):

Twentieth Century ◽

Natural Environment ◽

Progressive Education ◽

School Buildings ◽

School Gardens ◽

Laboratory School ◽

Normal Schools ◽

Large Cities ◽

School Gardening ◽

The University

In the 1890s progressive educators like John Dewey proposed expansive ideas about integrating school and society. Working to make the boundaries between classroom learning and pupils' natural environment more permeable, for example, Dewey urged teachers to connect intellectual and practical elements within their curricula. Highly visible and widespread examples of this integrative goal were the school gardens that flourished from the 1890s well into the twentieth century. Evidence of their presence is recorded in newspapers, national magazines, and annual school reports whose illustrations typically portrayed well-dressed children cultivating large gardens next to impressive urban school buildings. Whether in large cities or country settings, school gardens were expressions of modern and progressive education of the sort encouraged by Dewey. Gardens were encouraged in theory and in practice not only at the laboratory school affiliated with the University of Chicago but also in normal schools across the country (Figure 1).

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Can School Gardens Deepen Children’s Connection to Nature?

Space, Place and Environment ◽

10.1007/978-981-4585-90-3_1-1 ◽

2015 ◽

pp. 1-25

Author(s):

Susan J. Wake ◽

Sally Birdsall

Keyword(s):

School Gardens ◽

Connection To Nature

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The Growing of Plants by Children—The School-Garden

The Liberty Hyde Bailey Gardener's Companion ◽

10.7591/cornell/9781501740237.003.0015 ◽

2019 ◽

pp. 65-68

Keyword(s):

Main Idea ◽

School Gardens ◽

School Garden ◽

Practical Applications ◽

New Varieties

The main idea in this chapter is that the "love of plants should be inculcated in the school." While there "are many practical applications" for children to gain knowledge of "plants and horticulture," Bailey indicates that the knowledge is more than "information of plants themselves." Rather, such knowledge "takes one into the open air… It increases his hold on life." The chapter concludes with types of school gardens: ornamenting the grounds, establishing a collection, making a garden for instruction, and providing a test ground for new varieties.

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