Agricultural and Ecological Literacy
Viewing 20 Articles
3. The influence of activity-based environmental instruction on high school students' environmental attitudes.
by Campbell A. N. et al.-1997 |
| Source: http://www.cde.ca.gov |
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4. Growing Up in an Urbanized World.
by Chalwa Louise, ed., Paris/London: UNESCO Publishing/Earthscan. |
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5. The Ecology of Imagination in Childhood.
by Cobb Edith, Continuum Int'l Pub Group -1993 |
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6. Exploring horticulture in human culture: An interdisciplinary approach to youth education
by Eames-Sheavly M., HortTechnology 4 (1) 77-80 -1994 Peer reviewed journal article |
Abstract:
By examining the ways that societies have raised and prepared their predominant food crops, students can gain insights into horticultural methods and origins of food, and develop an awareness of and appreciation for diverse cultral heritage.
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7. Exploring horticulture in human culture: An interdisciplinary approach to youth education.
by Eames-Sheavly M. , HortTechnology, 4 (1) 77-80 -1994 |
| Source: http://horttech.ashspublications.org/ |
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8. Impact of environmental education classes at Missouri Botanical Garden on attitude and knowledge change of elementary school children.
by Kahtz A.W., HortTechnology 5(4) 338-340 -1995 Peer reviewed journal article |
Abstract:
Two environmental education classes at Missouri Botanical Garden were evaluated to determine their effects upon attitude and knowledge change in elementary school children. Results showed that ""The Water Cycle"" increased positive attitudes toward learning about plants and the environment. This lesson had a more in-depth hands-on component, which may account for the difference in results. Other results were not significant.
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9. Impact of environmental education classes at Missouri Botanical Garden on attitude and knowledge change of elementary school children.
by Kahtz A.W., HortTechnology, 5 (4) 338-340 -1995 |
| Source: http://horttech.ashspublications.org/ |
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10. Children's active and passive interactions with plants influence their attitudes and actions toward trees and gardening as adults
by Lohr Virginia and Caroline Pearson-Mims, HortTechnology 15 (3) 472-476 -2005 Peer reviewed journal article |
Abstract:
This study reports on the relationship between adult memories of childhood contact with plants and adult attitudes towards trees and gardening. Results showed the strongest correlation between positive adult values and active gardening when those adults were children.
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11. Children's active and passive interactions with plants influence their attitudes and actions toward trees and gardening as adults.
by Lohr Virginia and Caroline Pearson-Mims, HortTechnology, 15 (3) 472-476 -2005 |
Abstract:
"This was a phone survey of adults to determine the relationship between childhood experiences and adult attitudes towards trees and gardening. While both passive and active interactions with plants during childhood were associated with positive adult values about trees, the strongest influence came from active gardening...
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| Source: http://horttech.ashspublications.org/ |
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13. Evaluation of a food systems-based approach to fostering ecological literacy
by Murphy Michael and Erin Schweers, Final Report to Center for Ecoliteracy -2003 Report to Center for Ecoliteracy |
Abstract:
The purpose of this study was to determine whether a food systems based approach to a middle school curriculum resulted in increased knowledge and concern about ecology and food systems. Control and intervention schools were compared. Significant differences (improvement) were found for the intervention school in overall ecoliteracy assessment scores, garden subscale scores, health, and PSC. GPA for the intervention school remained the same; fruit and vegetable consumption went down.
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| Source: http://www.ecoliteracy.org |
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14. Evaluation of a food systems-based approach to fostering ecological literacy.
by Murphy Michael and Erin Schweers, Final Report to Center for Ecoliteracy -2003 |
| Source: http://www.ecoliteracy.org |
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15. Ecological Literacy
by Orr David, New York: State University of New York Press -1992 |
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16. Encountering the World: Toward an Ecological Psychology
by Reed Edward, New York: Oxford University Press -1996 |
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17. Primary school agriculture: What can it realistically achieve?
by Riedmiller Sibylle, Sddimensions -July-2002 |
Abstract:
This article addresses the potential for exploitation of children in agriculture/school gardening teaching. She identifies a ""pathology"" of school gardening related to child labor and situations in which proceeds from gardens are appropriated by teachers for their own purposes.
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| Source: http://www.fao.org/sd |
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18. Agricultural literacy education in California schools.
by Rilla Ellen L. et al, UC Cooperative Extension Report: University of California -1990 |
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19. The effect of project green, an interdisciplinary garden program, on the environmental attitudes of students.
by Skelly Sonya, Texas A & M University -1997 |
Abstract:
Project GREEN, Garden Resources for Environmental Education Now, is a garden program designed to help teachers integrate environmental education into their classroom using a hands-on tool, ""the garden."" Students participating in the Project GREEN garden program had more positive environmental attitude scores than those students who did not participate. Second grade students, in both the experimental and control groups, had more positive environmental attitudes than fourth grade students. In addition, this research found a significant correlation between the number of outdoor related activities students had experienced and their environmental attitudes.
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| Source: http://www.hort.vt.edu/HORT6004/network/schoolgardens.html |
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20. Agricultural Education in an Elementary School: An ethnographic study of a school garden
by Thorp Laurie , Presented at 28th Annual National Agricultural Education Research Conference, Dec 12, 2001 -2001 Presentation at a Research Conference |
Abstract:
This study explored children's relationship to land and food through their active involvement in a school garden. It uses an ethnographic approach with a variety of data collection methods. Findings include that an agricultural education garden is a potent force in re-shaping school culture, enhancing student learning, increasing student and teacher understanding of food system.
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| Source: http://aaae.okstate.edu/proceedings/2001/program.HTM |
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