Garden-based learning (GBL) curricula represents a pedagogy that increases student exposure to nature and connects them to engaging activities for higher classroom achievement. GBL is proposed to enhance student science self-perceptions, engagement, and desired outcomes in science learning and identity by connecting students to relatable, hands-on, and authentic learning experiences through a felt sense of place. Saint Louis Metro Area K–12 science educators were asked to describe their students' self-perceptions, engagement, and outcomes in science and possible teaching experiences with GBL. Experienced Saint Louis Metro Area garden educators offer authentic, hands-on activities that increase feelings of belonging, competence, and autonomy in science. GBL strongly encourages positive behavioral and emotional student interactions with science lessons by providing an outdoor space that hosts exciting and relatable topics that expand students' perceptions of their local environment, community, and themselves.
You have requested a machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Neither BioOne nor the owners and publishers of the content make, and they explicitly disclaim, any express or implied representations or warranties of any kind, including, without limitation, representations and warranties as to the functionality of the translation feature or the accuracy or completeness of the translations.
Translations are not retained in our system. Your use of this feature and the translations is subject to all use restrictions contained in the Terms and Conditions of Use of the BioOne website.
Vol. 84 • No. 4