Nebraska School Gardens and the Potential for Science, Technology, Engineering, and Math Learning

Erin Ingram, Jenny Keshwani

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

School-based growing spaces support student engagement in science, technology, engineering, and mathematics (STEM) learning through authentic agricultural pursuits. We conducted a survey of Nebraska schools to characterize existing school-based growing spaces and to identify challenges limiting garden-based STEM learning. Our findings confirm the use of school-based growing spaces for kindergarten through 12th-grade STEM instruction, especially in the sciences. Opportunities for technology and engineering experiences are currently limited, and additional professional development support is needed to broaden garden-based STEM learning efforts. Our findings are relevant to current and future Extension efforts supporting school gardens, especially in rural agricultural communities.

Original languageEnglish (US)
Pages (from-to)1-22
Number of pages22
JournalJournal of Extension
Volume58
Issue number6
StatePublished - Dec 2020

Keywords

  • STEM education
  • agriculture education
  • engineering
  • school gardens
  • technology

ASJC Scopus subject areas

  • Education

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