Garden-Based Learning: An Experience With “At Risk” Secondary Education Students

作者：José-Reyes Ruíz-Gallardo, Alonso Verde López, Arturo Valdés · 发表于：The Journal of Environmental Education · 年份：2013 · DOI：10.1080/00958964.2013.786669 · 被引用次数：86 · 研究领域：Diverse Educational Innovations Studies、Environmental Education and Sustainability、Animal and Plant Science Education

The reengagement of disenchanted secondary students is one of the priorities of the educational system. Over a six-year period (2003–2004 to 2008–2009), 63 disruptive and low-performance secondary school students were integrated into a two-year garden-based learning program, which took place in southeastern Spain. This article intends to assess the quantitative and qualitative changes in both academic outcomes and personal behavior brought about by the experience. Results show that school failure decreased substantially, while the dropout rate was reduced from an initial 30% to zero in some years. Disruptive episode control improved significantly in the classroom, where teachers observed a decided improvement in students' skills, self-esteem, and self-confidence.