scholarly journals Junior Master Gardener Programs in Minnesota

2001 ◽  
Vol 11 (4) ◽  
pp. 665-667
Author(s):  
Mary Hockenberry Meyer ◽  
Nancy Neil Hegland ◽  
Peggy Fairbourne
Keyword(s):  
Language Arts ◽  
Community Education ◽  
School Setting ◽  
After School ◽  
Career Interests ◽  
Master Gardener ◽  
Service Project ◽  
Hands On ◽  
After School Program ◽  
Informal Settings

A new gardening curriculum, developed by Texas A&M University, the Junior Master GardenerSM (JMGSM program, has been taught in several locations in formal and informal settings in Minnesota. Two projects are outlined here, one an after-school program offered through a community education program, and the other a traditional elementary school setting. With hands-on activities and leader presentations, students learn horticulture as well as language arts, science, mathematics, and social science and are encouraged to volunteer in a community service project within each unit. Students reported they shared the information with their family and friends; most indicated more of an interest in gardening and horticulture after the classes. Teachers may find the curriculum helpful in developing environmental sensitivity and career interests in horticulture.

Educational Robotics Meets Inquiry-Based Learning

2012 ◽  
pp. 327-366 ◽  
Author(s):  
Amy Eguchi ◽  
Lisbeth Uribe
Keyword(s):  
Learning Environment ◽  
Private School ◽  
School Setting ◽  
After School ◽  
Educational Robotics ◽  
Inquiry Based Learning ◽  
Hands On ◽  
Hands On Learning ◽  
After School Program ◽  
Chaotic Nature

The chapter introduces an experimental approach to integrating inquiry-based learning into educational robotics in an after school program at a private school in New York City. Educational robotics is a learning tool that can provide a hands-on learning environment in which students constantly encounter problems that trigger inquiries. However, because of the chaotic nature of the educational robotics hands-on learning environment, especially in an after school setting, student inquiry based learning was not obvious to the students and teachers. The authors developed a digital Robotics Engineering Journal to ensure that learning through inquiry became visible. Through the experiment, the authors learned the importance of scaffolding the process of students documenting their learning, while remaining flexible and responsive to the needs and desires of the students.

Creating a Classroom Makerspace

2014 ◽  
Vol 93 (1) ◽  
pp. 25-26 ◽  
Author(s):  
Luz Rivas
Keyword(s):  
Elementary School ◽  
Fifth Grade ◽  
After School ◽  
Career Interests ◽  
School Program ◽  
After School Program ◽  
Learn By Doing ◽  
Do It Yourself ◽  
Physical Spaces

Teachers have recently begun to bring makerspaces — traditionally community-operated physical spaces where people create do-it-yourself projects together — into the classroom. The author tells how she started an after-school program for fifth-grade girls at her former elementary school. By taking part in makerspaces, students learn by doing, develop confidence, and might discover career interests.

scholarly journals Engineering After-School Program with Elementary Preservice Teachers and K-8 Students

2021 ◽  
Author(s):  
Jennifer Cribbs ◽  
Jeanine Huss ◽  
Julia Mittelberg
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
After School ◽  
School Program ◽  
Limited Perspective ◽  
Elementary Aged Children ◽  
Hands On ◽  
Elementary Preservice Teachers ◽  
After School Program ◽  
Engineering Standards

This study explores the influence of an after-school program involving high needs elementary-aged students at community-based sites and elementary preservice teachers (EPSTs) enrolled in a final sequence of methods courses at a local university. Data collection involved surveys, interviews, and reflections with EPSTs and interviews with elementary-aged children. Results indicated a significant positive correlation between EPTSs’ science perceptions and science teaching self efficacy. A series of Wilcoxon Rank Sum tests indicate significant growth from pre to post in participating EPSTs’ self-efficacy with the NGSS and the Engineering Standards within the NGSS. Interviews and reflections provided evidence that EPSTs benefited from the program by teaching in an unfamiliar setting that changed their beliefs and helped strengthen their teaching skills. Interview results for elementary-aged children revealed a hands-on, although somewhat limited, perspective of science, technology, and engineering. Perceptions of mathematics were primarily focused on computation.

scholarly journals A Comparison of a Gardening and Nutrition Program with a Standard Nutrition Program in an Out-of-school Setting

2005 ◽  
Vol 15 (3) ◽  
pp. 463-467 ◽  
Author(s):  
Suzanne A. Poston ◽  
Candice A. Shoemaker ◽  
David A. Dzewaltowski
Keyword(s):  
Self Efficacy ◽  
Summer School ◽  
Vegetable Consumption ◽  
School Setting ◽  
Nutrition Knowledge ◽  
After School ◽  
Fruit And Vegetable ◽  
Master Gardener ◽  
Nutrition Program ◽  
Out Of School

After-school time is currently underutilized as a potential setting to promote healthy eating in children. Two programs, a standard nutrition program titled Professor Popcorn (PP) and a gardening and nutrition program using lessons from Junior Master Gardener: Health and Nutrition from the Garden (JMG), were compared to investigate their influence on nutrition knowledge, improving fruit and vegetable preference, and improving self-efficacy in gardening and eating fruit and vegetables in an out-of-school setting. Third through fifth graders participated in an after summer-school program (n = 11 in PP; n = 7 in JMG), and fourth graders participated in JMG (n = 11) during the fall after school. Knowledge, preference, and self-efficacy measures were obtained at the beginning and end of the program. Neither program improved nutrition knowledge, nor were there any differences between the PP and JMG mean difference scores. The programs did not improve fruit and vegetable preference or fruit and vegetable consumption self-efficacy. There was, however, a change in gardening self-efficacy for the summer JMG group compared with that of the fall JMG group. Gardening self-efficacy of the summer JMG group increased (P < 0.10), whereas that of the fall JMG group decreased (P < 0.05). Further investigations should examine the activities of gardening occurring at different times throughout the growing season, and the role that seasons have on the outcomes due to a garden-enhanced nutrition program. In addition, researchers should examine the amount of classroom time vs. gardening time that is needed to make a garden-enhanced nutrition program more effective in an out-of-school learning setting.

Bridging the GAP: Leveraging Partnerships to Bring Quality Nutrition Education to the Gardening Apprenticeship Program

2020 ◽  
pp. 152483992096358
Author(s):  
Lillian Orta ◽  
Esther Yepez ◽  
Nina Nguyen ◽  
Rosario Rico ◽  
Sang Leng Trieu
Keyword(s):  
Los Angeles ◽  
Nutrition Education ◽  
The United States ◽  
After School ◽  
Land Trust ◽  
Hands On ◽  
After School Program ◽  
Apprenticeship Program ◽  
Outcomes For Children ◽  
Negative Health Outcomes

In the United States, about 12% of households are food-insecure, which can have negative health outcomes for children, including delayed development and early onset of obesity. Although many programs prioritize children, few evidence-based interventions exist for adolescents that address nutrition education. One promising intervention is teaching adolescents how to cook healthy meals. The Los Angeles Trust for Children’s Health partnered with The Los Angeles Neighborhood Land Trust to integrate nutrition education and hands-on cooking demonstrations into an after-school program called the Gardening Apprenticeship Program at a local high school. Designed as a yearlong intervention, the Gardening Apprenticeship Program involves garden-based activities teaching food and environmental justice. Cultivating partnerships with other community-based organizations can help build capacity to pilot and replicate similar programs in other communities in food deserts.

scholarly journals Secondary Computer Science Teachers’ Pedagogical Needs

2020 ◽  
Vol 4 (1) ◽  
pp. 33-52
Author(s):  
Olgun Sadik ◽  
Anne Ottenbreit-Leftwich ◽  
Thomas Brush
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Comparative Method ◽  
Management Strategies ◽  
School Setting ◽  
The United States ◽  
After School ◽  
Student Centered ◽  
Constant Comparative Method ◽  
After School Program

The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.

scholarly journals A Humane Education After School Program Improves Empathy and Attitudes Towards Animals [Dominican University of California]

2019 ◽  
Author(s):  
Mia A Nguyen
Keyword(s):  
The United States ◽  
Social Attitudes ◽  
Fund Raising ◽  
After School ◽  
School Program ◽  
Animal Shelters ◽  
Humane Education ◽  
Hands On ◽  
After School Program ◽  
Item Scale

Humane education programs aim to teach participants about the ethical treatment of both wild and domesticated animals and to foster respect for and appreciation of animals. These programs are increasingly popular and offered at many animal shelters in the United States and internationally. Previous studies have demonstrated the effectiveness of these programs in improving children’s treatment of pets (Tardif-Williams & Bosacki, 2015). This study evaluated a semester long after school program offered at a humane society in Northern California. Two hundred and twenty nine participants (27 males) from 10 to 17 years old were enrolled in afterschool service clubs at the animal shelter over the course of 9 semesters from Spring 2014 through the Spring of 2018. The clubs met for 1.5 hours once a week, every other week for one semester. Two service clubs were offered each semester and each club had 12 students. The students engaged in hands on projects for the shelter, developed and hosted fund raising activities, participated in advocacy lessons, and depending of the age of the participant assisted in the care of some of the animals at the shelter. To assess the effects of participating in the afterschool club, on the first day of the club the students completed a 12 item scale developed by the researchers to measure humane attitudes towards animals and the Bryant Index of Empathy for Children and Adolescents (Bryant, 1982). The students completed the same measures at the last meeting of the club. Participants improved on both the measure of attitudes towards animals, which was the focus of the programs, and the measure of empathy. The improvement in empathy towards other people is particularly striking as that was not a focus of the program, and suggests that humane education can play an important role in increasing pro-social attitudes.

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