scholarly journals The School Garden: A Social and Emotional Place

2021 ◽  
Vol 12 ◽  
Author(s):  
Susan Pollin ◽  
Carolin Retzlaff-Fürst
Keyword(s):  
Social Learning ◽  
Primary Schools ◽  
Basic Needs ◽  
Sixth Grade ◽  
Self Report ◽  
School Gardens ◽  
School Garden ◽  
Scientific Content ◽  
Learning Space ◽  
Social And Emotional

School gardens are part of many schools. Especially in primary schools, but also in secondary schools, they are used as a learning space and experience space for the pupils. Their importance for the development of cognitive and emotional-affective abilities of pupils is empirically well proven. It is also empirically well proven that exposure to nature has an influence on the prosocial behavior of children and adults. However, there is a lack of studies investigating the effect of the stay in the school garden on the social behavior of pupils in secondary class. To investigate whether a school garden is a good environment for social learning, a self-report study and standardized observations with sixth-grade pupils were carried out. Thus, the socially competent behavior of the pupils (communication and cooperation) and their emotions could be analyzed. In order to provide emotional access to the scientific content of biology lessons and to strengthen social learning, each pupil was responsible for their own plant and the group bed over a period of 10 weeks. The design of the lessons followed the principles of basic needs—competence, autonomy, and relatedness—of the Self Determination Theory. The observations were made during a 90-min class, in the school garden as well in the classroom. The 31 girls and 22 boys, aged 11–12 years, changed weekly between the garden and the classroom. Over 150 observations were made in the school garden (82) and in the classroom (68). In summary, pupils showed more socially competent behavior in school garden lessons than in classroom lessons. The school garden lessons, designed according to the basic needs, seem to create favorable incentives for social learning. Due to frequent social interactions, it can be assumed that learning activities in school gardens can promote emotional and social competence.

scholarly journals Šolski vrtovi v Pomurski regiji

2021 ◽  
Vol 14 (3) ◽  
pp. 303-318
Author(s):  
Jana Ambrožič-Dolinšek ◽  
Dane Katalinič ◽  
Patricija Utroša
Keyword(s):  
Primary Schools ◽  
School Management ◽  
School Gardens ◽  
School Garden ◽  
Agricultural Region ◽  
School Based ◽  
School Gardening ◽  
Good Will ◽  
Science Curricula

School-based learning has a long tradition in Slovenia and is now a globally recognized movement. We present the operation of school gardens in the most agricultural region of Slovenia, the Pomurje region, and their inclusion in the pedagogical process of science subjects. Half (19 out of 38) of the primary schools in Pomurje have school gardens. The decision to establish a school garden depends on the good will of the school management and the voluntary interest of the teachers. It would be necessary to include school gardening in science curricula. Garden-related activities contribute to the development of Pomurje as an important agricultural region.

scholarly journals THE ASSOCIATION BETWEEN SOCIODEMOGRAPHIC FACTORS AND TEACHERS’ GUIDANCE TOWARDS STUDENTS’ ADVERSITY QUOTIENT

2019 ◽  
Vol 11 (2) ◽  
pp. 109 ◽  
Author(s):  
Nur Listiawati ◽  
Susy K Sebayang
Keyword(s):  
Primary Schools ◽  
Fourth Graders ◽  
Inductive Reasoning ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Sociodemographic Factors ◽  
Self Report ◽  
Skilled Workers ◽  
Born Child ◽  
Sixth Grade Students

This paper aims to report results of research on the association between sociodemographic indicators and teachers’ efforts to help students cope with problems and help build students’ Adversity Quotient. A questionnaire in the form of self-report inventory was distributed to 102 fourth, fifth, and sixth grade students of A- and C-accredited primary schools in Bantul Regency, Yogyakarta, Indonesia. Multiple regression and inductive reasoning were used for analysis. FGDs with teachers were conducted in order to explore teachers’ efforts in helping improve students’ adversity quotient. Research results showed that students who were middle child had significantly lower AQ compared to those of first-born or earlier-born child, while sixth-graders had significantly higher AQ scores compared to fourth graders, and children whose fathers were skilled workers had greater odds of having high AQ. Teachers had already done some LEAD sequence, but had not guided students to explore and analyze the problem by themselves. The results have some implications for the education policy to integrate religious teachings into the curriculum that can facilitate the improvement of students’ Adversity Quotient.

scholarly journals Revealing Opportunities for 21st Century Learning: An Approach to Interpreting User Trace Log Data

2016 ◽  
Vol 3 (2) ◽  
pp. 37-87 ◽  
Author(s):  
Caitlin K. Martin ◽  
Denise Nacu ◽  
Nichole Pinkard
Keyword(s):  
Social Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Sixth Grade ◽  
Self Report ◽  
Self Directed Learning ◽  
Log Data ◽  
Digital Divides ◽  
Directed Learning ◽  
Creative Production

Online environments can cultivate what have been referred to as 21st century skills and capabilities, as youth contribute, pursue, share, and interact around work and ideas. Such environments also hold great potential for addressing digital divides related to the development of such skills by connecting youth in areas with fewer resources and opportunities to social and material supports for learning. However, even with increasing attention to the importance of 21st century skills, there is still relatively little known about how to measure these sorts of competencies effectively. In this paper, we offer an exploratory approach for interpreting student user trace log data to reveal opportunities for creative production, self-directed learning, and social learning online. Our approach engages social learning analytics to code actions according to relationships between users and engages in self-report and ethnographic methods to supplement initial results. We share our methods; provide rich description of the unique learning environment; present results of logged opportunities for creative production, self-directed learning, and social learning across the sixth grade cohort; and explore these results through the lens of individual learners, including cohort self-reports of identity, interest, and perceptions, and qualitative case studies of two students.

scholarly journals İlkokul Bahçelerinde Davranış Haritaları Bağlamında Mekânsal ve İşlevsel Bir Analiz: Trabzon Örneği / A Spatial Functional Analysis in the Context of Behavioral Maps in Primary School Grounds: Case of Trabzon

2018 ◽  
Vol 7 (3) ◽  
pp. 649 ◽  
Author(s):  
Beyza Karadeniz ◽  
Ayşegül Özyavuz ◽  
Yelda Aydın Türk ◽  
Gürkan Topaloğlu ◽  
Zeynep Yılmaz Bayram
Keyword(s):  
Functional Analysis ◽  
Primary School ◽  
Primary Schools ◽  
Mapping Method ◽  
Residential Area ◽  
Functional Study ◽  
School Gardens ◽  
School Garden ◽  
City Center ◽  
The City

<p><strong>ABSTRACT</strong></p><p>Primary school gardens are areas where children spend extracurricular time. The gardens are influential on children's physical, social and academic development. School gardens should be designed according to the needs of the students from different age groups. During the design process of school gardens, the standards defined in the context of hierarchical space fiction are ignored. This leads to spatial inadequacies in school gardens and also affects students’ behavior. Thus, it is necessary to examine the behavior of the students as well as the spatial setting of the schools.</p><p>The purpose of this study is to perform spatial-functional analysis and school gardens and to create behavioral maps based on student’s use of the school garden. The study was carried out in five primary schools, selected from various regions (city center, arear close to the city center, residential area, newly developed residential area and rural character areas) in Trabzon. First, the spatial situation was analyzed according to the areas and spatial units table. Secondly, a behavioral map was created for each selected school by the location-based behavior mapping method. Then, a spatial and functional study of the tendencies of children to use the school garden, and the activities they perform are analyzed.</p><p>As a result; this work is an attempt to reveal the necessity of a comprehensive planning and design for the school gardens through student behaviors. It is found that spatial standards are not met in the city center and nearby schools, which limits the behavior of students. In primary school, there are no defined areas or guiding spaces for passive and play activities for students. Especially in schools that are below spatial and functional standards, behaviors such as peer bullying, adversely affect the development of the students, have been observed. In primary school gardens, it is necessary to create spaces that allow students to organize, exhibit informal and creative behaviors.</p><p><strong>Öz</strong></p><p>İlkokul bahçeleri, çocukların ders dışı zamanlarını geçirdikleri ve fiziksel, sosyal ve akademik gelişimleri üzerinde etkili olan alanlardır. Farklı yaş gruplarından öğrencilerin birlikte kullandığı okul bahçeleri, çocukların ihtiyaçlarına göre düzenlenmelidir. Okul bahçeleri tasarlanırken okul yapısı ile ilişkili, hiyerarşik mekan kurgusunu içeren standartlar tanımlanmış olsa da uygulamada bu ölçütler gözardı edilmektedir. Bu durum okul bahçelerinde mekansal yetersizliklere yol açmakta ve öğrenci davranışları üzerinde de etkili olmaktadır. Bu nedenle bu alanlarda yapılacak çalışmalarda mekansal durum tespitinin yanısıra öğrenci davranışlarının incelenmesi gerekmektedir.</p><p>Bu çalışmanın amacı; ilkokul öğrencilerinin okul bahçelerini kullanımına yönelik davranış haritalarının oluşturulması ve bu davranış haritaları ile okul bahçelerinin mekansal-işlevsel analizinin yapılmasıdır.</p><p>Çalışma Trabzon kentinde farklı bölgelerden (kent merkezi, merkez yakın çevresi, konut alanı, yeni gelişenkonut alanı ve kırsal karakterli alanlar) seçilen 5 ilkokulda gerçekleştirilmiştir. İlk olarak okul bahçelerinde bölgeler ve mekansal birimler özelinde oluşturulan tablo ile mekansal durum tespiti yapılmıştır. İkinci olarak, yer merkezli davranış haritalama yöntemi ile seçilen her bir okul için davranış haritası oluşturulmuştur. Ardından çocukların okul bahçesinin kullanımına yönelik ne gibi eğilimleri olduğu, ne tür aktiviteler yaptıkları mekan ve işlev bağlamında analiz edilmiştir.</p><p>Sonuç olarak; bu çalışmayla okul bahçelerinde kapsamlı bir düzenleme ve tasarımın gerekliliğiöğrenci davranışları üzerinden ortaya konulmaya çalışılmıştır. Kent merkezinde ve yakınındaki okullarda mekânsal standartların sağlanmadığı ve bu durumun öğrencilerin davranış biçimlerini sınırlandırdığı saptanmıştır. İlkokullarda öğrenciler için pasif ve oyun aktivitelerine yönelik tanımlı alanlar ve yönlendirici mekânlar bulunmamaktadır. Özellikle bahçenin mekânsal ve işlevsel olarak standartların çok altında olduğu okullardayapılan gözlemlerde öğrencilerin gelişimlerini olumsuz etkileyecek, akran zorbalığı gibi davranışlar gözlemlenmiştir. İlkokul bahçelerinde öğrencilerin organize, informal veyaratıcı davranışlar sergilemelerine olanak tanıyan mekânlar oluşturulması gerekmektedir.</p>

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

The Effect of Different Teaching Strategies on the Moral Development of Physical Education Students

1997 ◽  
Vol 17 (1) ◽  
pp. 85-98 ◽  
Author(s):  
Sandra L. Gibbons ◽  
Vicki Ebbeck
Keyword(s):  
Social Learning ◽  
Physical Education ◽  
Moral Development ◽  
Moral Judgment ◽  
Teaching Strategies ◽  
Self Report ◽  
Moral Reason ◽  
Education Students ◽  
Physical Education Students ◽  
And Behavior

This study examined the effectiveness of social learning (SL) or structural developmental (SD) teaching strategies on the moral development of elementary-age students. Participants were 204 physical education students in Grades 4,5, and 6; three classrooms in each grade were randomly assigned to control, SL, or SD groups. Self-report measures assessed moral judgment, reason, and intention; teachers rated prosocial behavior. By mid- and postintervention class-level analyses, the SL and SD groups scored significantly higher than the control on moral judgment and/or intention; by postintervention, the SD group was significantly higher on moral reason. Mid- and postintervention student-level analyses showed that the SL and SD groups scored significantly higher on moral judgment, intention, and behavior; the SD group was significantly higher on moral reason. These results provide support for the effectiveness of both social learning and structural-developmental teaching strategies on the moral development of children in physical education.

scholarly journals Integration of Autonomous Wireless Sensor Networks in Academic School Gardens

Sensors ◽  
2018 ◽  
Vol 18 (11) ◽  
pp. 3621 ◽  
Author(s):  
Peio Lopez-Iturri ◽  
Mikel Celaya-Echarri ◽  
Leyre Azpilicueta ◽  
Erik Aguirre ◽  
José Astrain ◽  
...  
Keyword(s):  
Wireless Sensor Networks ◽  
Sensor Networks ◽  
Energy Harvesting ◽  
Primary Schools ◽  
Data Access ◽  
Link Quality ◽  
Educational Activity ◽  
Wireless Sensor ◽  
Observation Data ◽  
School Garden

In this work, the combination of capabilities provided by Wireless Sensor Networks (WSN) with parameter observation in a school garden is employed in order to provide an environment for school garden integration as a complementary educational activity in primary schools. Wireless transceivers with energy harvesting capabilities are employed in order to provide autonomous system operation, combined with an ad-hoc implemented application called MySchoolGardenApp, based on a modular software architecture. The system enables direct parameter observation, data analysis and processing capabilities, which can be employed by students in a cloud based platform. Providing remote data access allows the adaptation of content to specific classroom/homework needs. The proposed monitoring WSN has been deployed in an orchard located in the schoolyard of a primary school, which has been built with EnOcean’s energy harvesting modules, providing an optimized node device as well network layout. For the assessment of the wireless link quality and the deployment of the modules, especially the central module which needs to receive directly the signals of all the sensor modules, simulation results obtained by an in-house developed 3D Ray Launching deterministic method have been used, providing coverage/capacity estimations applicable to the specific school environment case. Preliminary trials with MySchoolGardenApp have been performed, showing the feasibility of the proposed platform as an educational resource in schools, with application in specific natural science course content, development of technological skills and the extension of monitoring capabilities to new context-aware applications.

scholarly journals Self-Access Centers and Autonomous Learning: Report on the Japan Association for Self-Access Learning (JASAL) Conference, 2017

2018 ◽  
pp. 90-99
Author(s):  
Lorraine Reinbold
Keyword(s):  
Social Learning ◽  
Language Learners ◽  
Cross Section ◽  
Autonomous Learning ◽  
Educational Institutions ◽  
Annual Conference ◽  
International Studies ◽  
Plenary Talk ◽  
Learning Space ◽  
Non Profit

JASAL (The Japan Association for Self-Access Learning) held their 12th Annual Conference/Forum on December 16th, 2017 at Kanda University of International Studies (KUIS) in Chiba. JASAL is a non-profit organization that fosters learner autonomy and self-access learning to a cross-section of educational institutions in Japan. This article contextualizes the plenary talk and selected presentations that captured the underlying themes of this conference: 1) necessity to become a social learning space for language learners, 2) necessity of structured support, and 3) necessity to assess and modify.

scholarly journals FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals Positive Attitude Program’s Impact upon Self-Concept across Childhood and Adolescence // Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: El papel mediador del compromiso académico y la autoeficacia

2016 ◽  
Vol 21 (2) ◽  
pp. 261-280 ◽  
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante ◽  
Vanda Sousa
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Elementary Students ◽  
Repeated Measures ◽  
Self Report ◽  
Self Concept ◽  
Childhood And Adolescence ◽  
School Students ◽  
Social And Emotional ◽  
Repeated Measures Design

This study aims to analyze the differential impact of social and emotional learning programs between Portuguese elementary and middle school students, and to clarify developmental and gender differences in children and adolescents self-concept. The sample included 2682 students, 1237 elementary students (4th grade; Mage = 9.24; SD = 0.72) and 1445 middle school students (7th to 9th grade: Mage = 13.30; SD = 1.32). Self-report questionnaires were administered before and after intervention. Multilevel linear modeling with a repeated measures design was used to evaluate the effects of the program on self- concept. Results show significant intervention gains in social and emotional self-concept, which differ by grade level (elementary students benefited more). There were also differences between genders, boys showed more benefits in social self-concept and girls in emotional self-concept as well as a smaller decrease in academic self-concept. Participation in the programs led to more pronounced gains for elementary school students. 

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