Transdisciplinary learning in a kitchen garden: connecting to nature and constructing a path to ecoliteracy?

Abstract

This article reports on a qualitative investigation of Australian, grade 4 primary (elementary) school children’s reflections on their learning in a year-long kitchen garden program. Focus group interviews, journal collection, and observations were conducted with three cohorts of students (age 9–11 years) to give insight into whether kitchen garden programs can assist with connecting children to nature and developing ecoliteracy. Findings suggested that frequent visits by the children to the garden assisted with building familiarity and ownership of the garden. This intimacy with the garden created the basis for perceptive observations on changes to the plants and animals in the garden, increased empathy with living creatures, and built interest in the natural environment. Some children also discovered complex interconnections and noted their actions could affect the health of the environment. Facilitated, reflective discussion enabled the primary aged students to explicate their increased engagement with and concern for nature. It is contended that, over time, immersion in transdisciplinary kitchen garden learning experiences can develop students’ ecoliteracy.

Keywords:

• Ecoliteracy
• connection to nature
• kitchen garden
• environmental education
• transdisciplinary
• garden-based learning