495
Views
14
CrossRef citations to date
0
Altmetric
Research Article

Identifying key issues for university practitioners of garden-based learning in Spain

ORCID Icon, ORCID Icon &

References

  • Almers, E., Askerlund, P., & Kjellström, S. (2018). Why forest gardening for children? Swedish forest garden educators’ ideas, purposes, and experiences. The Journal of Environmental Education, 49(3), 242–259. doi:10.1080/00958964.2017.1373619
  • Berezowitz, C. K., Bontrager Yoder, A. B., & Schoeller, D. A. (2015). School gardens enhance academic performance and dietary outcomes in children. Journal of School Health, 85(8), 508–518. doi:10.1111/josh.12278
  • Berman, M. G., Jonides, J., & Kaplan, S. (2008). The cognitive benefits of interacting with nature. Psychological Science, 19(12), 1207–1212. doi:10.1111/j.1467-9280.2008.02225.x
  • Camasso, M. J., & Jagannathan, R. (2018). Improving academic outcomes in poor urban schools through nature-based learning. Cambridge Journal of Education, 48(2), 263–277. doi:10.1080/0305764X.2017.1324020
  • Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28, 1–13. doi:10.1016/j.healthplace.2014.03.001
  • Cohen, L., Marion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Oxon, NY: Routledge.
  • Collado, S., & Corraliza, J. A. (2016). Conciencia ecológica y bienestar en la infancia. Efectos de la relación con la naturaleza. Madrid: CCS.
  • Collado, S., & Staats, H. (2016). Contact with nature and children’s restorative experiences: An eye to the future. Frontiers in Psychology, 7, 1–6. doi:10.3389/fpsyg.2016.01885
  • Contreras, R. (2011). Examining the Context in Qualitative Analysis: The Role of the Co-Occurrence Tool in ATLAS.ti. Newsletter 2011/2 Atlas.ti. August, 5-6. Retrieved from: https://atlasti.com/wp-content/uploads/2014/05/contreras_nl201108.pdf
  • Davis, J. N., Spaniol, M. R., & Somerset, S. (2015). Sustenance and sustainability: Maximizing the impact of school gardens on health outcomes. Public Health Nutrition, 18(13), 2358–2367. doi:10.1017/S1368980015000221
  • Desmond, D., Grieshop, J., & Subramaniam, A. (2004). Revisiting garden-based learning in basic education. Paris, France: International Institute for Educational Planning (IIEP). Retrieved from: http://www.fao.org/3/a-aj462e.pdf
  • Diaz, J. M., Warner, L. A., Webb, S., & Barry, D. (2018). Obstacles for school garden program success: Expert consensus to inform policy and practice. Applied Environmental Education & Communication. doi:10.1080/1533015X.2018.1450170
  • Duram, L. A., & Klein, S. K. (2015). University food gardens: A unifying place for higher education sustainability. International Journal of Innovation and Sustainable Development, 9(3/4), 282–302. doi:10.1504/IJISD.2015.071853
  • Dutcher, D. D., Finley, J. C., Luloff, A. E., & Johnson, J. B. (2007). Connectivity with nature as a measure of environmental values. Environment and Behavior, 39(4), 474–493. doi:10.1177/0013916506298794
  • Escobar, J., & Bonilla-Jiménez, F. I. (2017). Grupos Focales: Una guía conceptual y metodológica. Cuadernos Hispanoamericanos de Psicología, 9(1), 51–67.
  • Escutia, M. (2009). El Huerto Escolar Ecológico. Barcelona, Spain: Graó.
  • Eugenio, M., & Aragón, L. (2016). Experiencias en torno al huerto ecológico como recurso didáctico y contexto de aprendizaje en la formación inicial de maestros de Infantil. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 13(3), 667–679. Recuperado de: http://hdl.handle.net/10498/18504
  • Eugenio, M., & Aragón, L. (2017). Experiencias educativas en la Educación Superior española contemporánea: presentación de la Red Universidades Cultivadas (RUC). Revista Agroecología, 11, 31–39.
  • Eugenio, M., Zuazagoitia, D., & Ruiz-González, A. (2018). Huertos EcoDidácticos y Educación para la Sostenibilidad. Experiencias educativas para el desarrollo de competencias del profesorado en formación inicial. Revista Eureka, 15 (1), 1501. doi:10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i1.1501
  • Fisher-Maltese, C., & Zimmerman, T. D. (2015). A garden-based approach to teaching life science produces shifts in students’ attitudes toward the environment. International Journal of Environmental and Science Education, 10(1), 51–66. Retrieved from https://files.eric.ed.gov/fulltext/EJ1061023.pdf
  • Friese, S. (2013). ATLAS.ti 7 User Manual. Berlin, Alemania: Scientific Software Development. Retrieved from https://atlasti.com
  • Hoepfl, M. C. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education, 9(1), 47–63.
  • IUCN (2016). Word Conservation Congress 2016. Hawai’i Commitments. Retrieved from https://portals.iucn.org/congress/hawaii-commitments.
  • Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15(3), 169–182. Retrieved from https://willsull.net/resources/KaplanS1995.pdf. doi:10.1016/0272-4944(95)90001-2
  • Keniger, L. E., Gaston, K. J., Irvine, K. N., & Fuller, R. A. (2013). What are the benefits of interacting with nature? International Journal of Environmental Research and Public Health, 10(3), 913–935. doi:10.3390/ijerph10030913
  • Klemmer, C. D., Waliczek, T. M., & Zajicek, J. M. (2005). Growing minds: The effect of a school gardening program on the science Achievement of elementary students. Hort Technology, 15(3), 448–452. Retrieved from https://pdfs.semanticscholar.org/e322/a3ff401fc67dd74518abc7471630aee1ea7a.pdf. doi:10.21273/HORTTECH.15.3.0448
  • Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10, 305. doi:10.3389/fpsyg.2019.00305
  • LaCharite, K. (2016). Re-visioning agriculture in higher education: The role of campus agriculture initiatives in sustainability education. Agriculture and Human Values, 33(3), 521–535. doi:10.1007/s10460-015-9619-6
  • Latouche, S. (2007). Sobrevivir al desarrollo. Barcelona, Spain: Icaria Editorial.
  • Latouche, S. (2012). La sociedad de la abundancia frugal. Barcelona: Icaria Editorial.
  • Llerena, G., & Espinet, M. (2017). Agroecología Escolar. Barcelona, Spain: Pol·Len Edicions.
  • Marshall, C., & Rossman, G. B. (1999). Designing qualitative research. Thousand Oaks, CA: Sage.
  • Martínez-Madrid, B., & Sanz-Landaluce, J. (2016). HuertAula comunitaria de agroecología Cantarranas” UCM: hacia una educación transformadora y emancipadora. In M. Eugenio and L. Aragón (Coords.), Huertos EcoDidácticos. Compartiendo experiencias educativas en torno a huertos ecológicos (pp. 45–52). Jaca: Jolube.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: Sage.
  • Ohly, H., Gentry, S., Wigglesworth, R., Bethel, A., Lovell, R., & Garside, R. (2016). A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence. BMC Public Health, 16(1), 286. doi:10.1186/s12889-016-2941-0
  • Orr, D. (1991). Biological diversity, agriculture, and the liberal arts. Conservation Biology, 5(3), 268–270. doi:10.1111/j.1523-1739.1991.tb00137.x
  • Rekondo, M., Espinet, M., & Llerena, G. (2015). La construcción discursiva de la competencia eco-ciudadana en la escuela: La realización de un diseño tecnológico colaborativo en agroecología escolar. Investigación en la escuela, 86, 7–19. Retrieved from https://agroecologiaescolar.files.wordpress.com/2016/07
  • Rodríguez-Marín, F., Fernández-Arroyo, J., & García, J. E. (2015). El huerto escolar ecológico como herramienta para la educación en y para el decrecimiento. Investigación en la Escuela, 86, 35–48. Retrieved from http://institucional.us.es/revistas/Investigacion/86/R86-3.pdf
  • Ryan, G. W., & Bernard, H. R. (2003). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 259–309). CA: Sage.
  • Schneider, S., Pharr, J., & Bungum, T. (2017). Impact of school garden participation on the health behaviors of children. Health Behavior and Policy Review, 4(1), 46–52. doi:10.14485/HBPR.4.1.5
  • Smith, L. L., & Motsenbocker, C. E. (2005). Impact of hands-on science through school gardening in Louisiana public elementary schools. HortTechnology, 15(3), 439–443. Retrieved from http://vegetableproject.org/wp-content/uploads/2017/04/Smith-and-Motsenbocker-2005-Impact-of-hands-on.pdf
  • Stevenson, R. P., M. Brody, J. Dillon, & A. E. J. Wals. (Eds). (2013). International handbook of research on environmental education. New York, NY: Routledge.
  • Tójar, J. C. (2006). Investigación cualitativa. Comprender y actuar. Madrid, Spain: Editorial La Muralla, S. A.
  • Torres, P., & Soto, A. (2016). JAULAS ABIERTAS, una Común-Unidad de Aprendizaje en Red-Dando a la Ciudadanía. In M. Eugenio and L. Aragón (Coords.), Huertos EcoDidácticos. Compartiendo experiencias educativas en torno a huertos ecológicos (pp. 21–25). Jaca: Jolube.
  • Varela-Losada, M., Vega-Marcote, P., Pérez-Rodríguez, U., & Álvarez-Lires, M. (2016). Going to action? A literature review on educational proposals in formal Environmental Education. Environmental Education Research, 22(3), 390–421. doi:10.1080/13504622.2015.1101751
  • Wells, N. M., Myers, B. M., Todd, L. E., Barale, K., Gaolach, B., Ferenz, G., … Falk, E. (2015). The Effects of school gardens on children’s science knowledge: A randomized controlled trial of low-income elementary schools. International Journal of Science Education, 37(17), 2858–2878. doi:10.1080/09500693.2015.1112048
  • Wezel, A., Bellon, S., Dor, T., Francis, C., Vallod, D., & David, C. (2009). Agroecology as a science, a movement and a practice. A review. Agronomy for Sustainable Development, 29(4), 503–515. doi:10.1051/agro/20090049
  • Williams, D. R. (2018). Garden-based education. In Oxford research encyclopedia of education. New York, NY: Oxford University Press. 10.1093/acrefore/9780190264093.013.188
  • Williams, D. R., & Brown, J. (2012). Learning gardens and sustainability education. bringing life to schools and schools to life. New York, NY: Routledge.
  • Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 83 (2), 211–235. doi:10.3102/0034654313475824

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.