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Tytuł pozycji:

Small Change Is Beautiful: Exploring Possibilities of Eco-San on School Garden for Transformative Pedagogy

Tytuł :
Small Change Is Beautiful: Exploring Possibilities of Eco-San on School Garden for Transformative Pedagogy
Autorzy :
Acharya, Kamal Prasad; Devkota, Govinda Prasad; Prasad Dhakal, Krishna
Źródło :
Higher Education Studies, v10 n2 p122-132 2020. 11 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1249249">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1249249
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: ; Web site: http://www.ccsenet.org/journal/index.php/hes
Recenzowane naukowo :
Y
ISSN :
1925-4741
Deskryptory :
Gardening, Teaching Methods, Transformative Learning, Foreign Countries, Community Schools, Socialization, Student Attitudes, Parent Attitudes, Teacher Attitudes, Learner Engagement, Experiential Learning, Interpersonal Competence, Self Esteem, Interpersonal Relationship, Grade 5, Grade 6, Grade 7, Action Research, Participatory Research
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
11
Education Level :
Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
OCT2020
Data wpisu :
2020
Numer akcesji :
EJ1249249
Czasopismo naukowe
This article explores the possibilities of the use of eco-san in the school garden in the Nepalese community school, focusing on transformative pedagogical impacts on the social learning environment of the school. In particular, the use of urine as a fertilizer in the school garden through eco-san and linking pedagogical alignment to provide a pleasant experience that has a positive impact on students' meaningful engagement, social connections, and developing confidence. The main finding for the research question came from qualitative data collected from students, parents, and teachers through in-depth interviews, focus group discussions, participant observations and informal conversations. This was supported by analyses of qualitative data on students' learning, collaborative inquiry, teachers' and parents' engagement and perceptions on the use of human urine as fertilizer from eco-san, and school gardening activities. Results showed that the gardening program attributes valued most highly by the parents and teachers included increased students' meaningful engagement, opportunities for experiential and integrated learning through dialogue conferences, collaborative inquiry, and building social skills like cooperation, sharing and argumentation. Future research should explore whether effects persist over time and if and how changes in students' positive attitude affect learning through school gardening activities applying human. Suggestions for applying results to future studies are provided.

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