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 language | English (US) |
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Pages (from-to) | 1-22 |
Number of pages | 22 |
Journal | Journal of Extension |
Volume | 58 |
Issue number | 6 |
State | Published - Dec 2020 |
Keywords
- STEM education
- agriculture education
- engineering
- school gardens
- technology
ASJC Scopus subject areas
- Education