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

References

• Adams, S., & Savahl, S. (2017). Nature as children's space: A systematic review. The Journal of Environmental Education, 48(5), 291–321.
   Web of Science ®Google Scholar
• Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy. New York, NY: Longman Publishing.
   Google Scholar
• Bell, A., & Dyment, J. (2008). Grounds for health: The intersection of green school grounds and health-promoting schools. Environmental Education Research, 14(1), 77–90. Retrieved from http://www.informaworld.com/
   Web of Science ®Google Scholar
• Bennetts, T. (2005). Progression in geographical understanding. International Research in Geographical and Environmental Education, 14(2), 112–132.
   Google Scholar
• Bucklin-Sporer, A., & Pringle, R. (2010). How to grow a school garden: A complete guide for parents and teachers. Portland, OR: Timber Press.
   Google Scholar
• Brame, C., & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/.
   Google Scholar
• Canaris, I. (1995). Growing food for growing minds: Integrating gardening and nutrition education into the total curriculum. Children’s Environments, 12(2), 134–142. Retrieved from http://www.colorado.edu/journals/cye/
   Google Scholar
• Capra, F. (1999, March 20). Ecoliteracy: The challenge for education in the next century. Paper presented at the Liverpool Schumacher Lectures. Berkeley, California: Centre for Ecoliteracy.
   Google Scholar
• Capra, F. (2001). The school garden: Education for sustainable living. Roots, 23, 21–24.
   Google Scholar
• Capra, F. (2007). Sustainable living, ecological literacy, and the breath of life. Canadian Journal of Environmental Education, 12(1), 9–18.
   Google Scholar
• Chawla, L. (1998). Significant life experiences revisited. The Journal of Environmental Education, 29(3), 11–21.
   Google Scholar
• Chawla, L. (2006). Research methods to investigate significant life experiences: Review and recommendations. Environmental Education Research, 12(3-4), 359–374.
   Google Scholar
• Chawla, L., & Flanders Cushing, D. (2007). Education for strategic environmental behavior. Environmental Education Research, 13(4), 437–452.
   Google Scholar
• Cheng, J. C.-H., & Monroe, M. C. (2012). Connection to nature: Children’s affective attitude toward nature. Environment and Behavior, 44(1), 31–49.
   Web of Science ®Google Scholar
• Cozolino, L. (2012). The social neuroscience of education: Optimizing attachment and learning in the classroom. New York, NY: W.W. Norton.
   Google Scholar
• Creswell, J. W. (2013). Qualitative Inquiry & Research Design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Cutter-Mackenzie, A. (2009). Multicultural school gardens: Creating garden spaces in learning about language, culture, and environment. Canadian Journal of Environmental Education, 14, 122–135.
   Google Scholar
• Cutter-Mackenzie, A. (2014). Where are children and young people in environmental education research? Australian Journal of Environmental Education, 30(1), 103–105. doi:10.1017/aee.2014.32
   Google Scholar
• Dyment, J. E., & Reid, A. (2005). Breaking new ground? Reflections on greening school grounds as sites of ecological, pedagogical and social transformation. Canadian Journal of Environmental Education, 10(1), 285–301. Retrieved from http://eprints.utas.edu.au/1658/1/CJEE_2005.pdf
   Google Scholar
• Gibbs, L., Staiger, P., Johnson, B., Block, K., Macfarlane, S., Gold, L., … Long, C. (2013). Expanding children's food experiences: The impact of a school-based kitchen garden program. Journal of Nutrition Education and Behavior, 45(2), 137–146.
   PubMed Web of Science ®Google Scholar
• Green, M. (2007, November). Food gardens: Cultivating a pedagogy of place. Paper presented at the AARE Conference Fremantle.
   Google Scholar
• Kahn, P. & Hasbach, P. (Eds.), (2013). The Rediscovery of the Wild Cambridge, MA: MIT Press.
   Google Scholar
• Kellert, S. R. (2002). Experiencing nature: Affective, cognitive, and evaluative development. Cambridge, MA: The MIT Press.
   Google Scholar
• Kuo, F. (2003). [Review of the book Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations, by Kahn, P. & Kellert S.] Children, Youth and Environments, 13(1), 234–239. Accessed from http://www.cye.colorado.edu:8080/CYElom/BookReviews/BookReview49
   Google Scholar
• Lauritzen, C., & Jaeger, M. (1997). Integrating learning through story: The narrative curriculum. Albany, NY: Delmar Publishers.
   Google Scholar
• Lave, J. W., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
   Google Scholar
• Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder (revised and updated edition). New York, NY: Chapel Hill, Algonquin Books.
   Google Scholar
• Malone, K., & Tranter, P. (2003). Children's environmental learning and the use, design and management of schoolgrounds. Children, Youth and Environments, 13(2), 87–137. Retrieved from cye.colorado.edu
   Google Scholar
• Martin, J. (2006). Growing young learners through gardening: an experiential interdisciplinary unit for second graders. School of Education, Masters of Art in Education. Retrieved from http://www.wm.edu/education/599/06projects/martinj.pdf
   Google Scholar
• Mayer, F., & Frantz, C. (2004). The connectedness to nature scale: A measure of individuals’ feeling in community with nature. Journal of Environmental Psychology, 24(4), 503–515.
   Web of Science ®Google Scholar
• Moore, R. C. (1995). Children gardening: First steps towards a sustainable future. Children’s Environments, 12(2), 66–83. Retrieved from http://www.colorado.edu/journals/cye/
   Google Scholar
• Monroe, M. C. (2003). Two avenues for encouraging conservation behaviors. Human Ecology Review, 10(2), 113–125.
   Google Scholar
• Murdoch, K., & Wilson, J. (2008). Creating a learner-centred primary classroom: Learner-centred strategic teaching. London, UK: Psychology Press.
   Google Scholar
• Nonaka, I. (1991). The knowledge-creating company. Harvard Business Review, 96–104.
   Web of Science ®Google Scholar
• Nonaka, I., & Toyama, R. (2003). The knowledge-creating theory revisited: Knowledge creation as a synthesizing process. Knowledge Management Research and Practice, 1(1), 2–10.
   Google Scholar
• Orr, D. (2004). Earth in mind: On education, environment, and the human prospect (10th ed.). Washington DC: Island Press.
   Google Scholar
• Payne, P. (1998). Children’s conceptions of nature. Australian Journal of Environmental Education, 14, 19–26.
   Google Scholar
• Polkinghorne, D. E. (2004). Language and meaning: Data collection in qualitative research. Journal of Counseling Psychology, 52(2), 137–145.
   Google Scholar
• Polanyi, M. (1967). The tacit dimension. New York, NY: Doubleday.
   Google Scholar
• Preston, L. (2015). Australian primary in-service teachers’ conceptions of geography. International Research in Geographical and Environmental Education, 24(2), 167–180.
   Web of Science ®Google Scholar
• Pyle, R. (2002). Eden in a vacant lot: Special places, species and kids in community of life. P. H. Kahn and S. R. Kellert (Eds.), Children and nature: Psychological, sociocultural and evolutionary investigations (pp. 279–305). Cambridge, England: MIT Press.
   Google Scholar
• Rivkin, M. (1990). The great outdoors: Restoring children's rights to play outside. Washington, D.C.: National Association for the Education of Young Children.
   Google Scholar
• Riessman, C. (2008). Narrative methods for the human sciences. London: Sage Publications.
   Google Scholar
• Rule, A. C., & Zhbanova, K. S. (2014). Guardians of the earth: Teaching children to care for all living things. In M. R. Jalongo (Ed.), Teaching compassion: Humane education in early childhood (pp. 197–211). Netherlands: Springer.
   Google Scholar
• Saracho, O. N. (2012). An integrated play-based curriculum for young children. New York, NY: Teachers College Press.
   Google Scholar
• Skelly, S., & Zajicek, J. (1998). The effect of an interdisciplinary garden program on the environmental attitudes of elementary school students. HortTechnology, 8(4), 579–583.
   Google Scholar
• Šorytė, D., & Pakalniškienė, V. (2019). Why it is important to protect the environment: Reasons given by children. International Research in Geographical and Environmental Education, 1–14. https://doi.org/10.1080/10382046.2019.1582771
   Web of Science ®Google Scholar
• Smith, E. (2001). The role of tacit and explicit knowledge in the workplace. Journal of Knowledge Management, 5(4), 311–321.
   Google Scholar
• Smyth, T. (2017). Transdisciplinary pedagogy: A competency based approach for teachers and students to promote global sustainability. Journal of Interdisciplinary Studies in Education, 5(2), 64–72.
   Google Scholar
• Stegelin, D. A. (2005). Making the case for play policy: Research-based reasons to support play-based environments. Young Children, 2, 76–85.
   Google Scholar
• Strang, V. (2009). Integrating the social and natural sciences in environmental research: A discussion paper. Environment, Development and Sustainability, 11(1), 1–18.
   Google Scholar
• Thorp, L. (2005). A season for seeds. Culture & Agriculture, 27(2), 122–130.
   Google Scholar
• Tugurian, L., & Carrier, S. (2017). Children's environmental identity and the elementary science classroom. The Journal of Environmental Education, 48(3), 143–153.
   Web of Science ®Google Scholar
• Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York, NY: Cambridge University Press.
   Google Scholar
• Wells, N., & Lekies, K. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children, Youth and Environments, 16, 1–24.
   Google Scholar
• White, G., & Sharp, C. (2007). “It is different… because you are getting older and growing up.” How children make sense of the transition to year 1. European Early Childhood Education Research Journal, 15(1), 87–102.
   Web of Science ®Google Scholar
• White, R. (2004). Young children’s relationship with nature: Its importance to children’s development & the earth’s future. [Online] White Hutchinson Leisure & Learning Group. Retrieved from http://www.childrenandnature.org/downloads/White_YoungChildren.pdf
   Google Scholar