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Table of Contents
Intro
Contents
List of Contributors
Chapter 1: An Introduction of Research Approaches in Urban Agricultural and Community Contexts
1.1 Conclusion
Chapter 2: What Role Does Motivation and Engagement in Garden-Based Education Play for Science Learning in At-Risk Middle School Students? A Self-Determination Theory Perspective
2.1 Motivational Framework to Specify "Active Ingredients" in Garden-Based Education
2.2 Learning Gardens Laboratory
2.2.1 Research on Engagement in the Learning Garden
2.3 Research Questions
2.4 Sample, Design, and Measures
2.5 Results
2.5.1 Implications for the Enrichment and Study of Garden-Based Educational Programs
2.6 Enriching Garden-Based Educational Experiences
2.7 Guiding Motivational Research on Garden-Based Educational Programs
2.8 Conclusion
References
Chapter 3: Developing a Researchable Question: Open Inquiry in a School Garden
3.1 Introduction
3.2 Instructional Models for Open Inquiry
3.3 Motivating Questions for Scientific Inquiry
3.4 School Gardens as a Strategic Context for Open Inquiry
3.5 The Study
3.5.1 Rationale and Research Questions
3.5.2 Methodology
3.5.3 Instructional Design: After-School Garden Science Class
3.5.4 Setting and Participants
3.5.5 Procedures for Conducting the Study
3.5.6 Data Sources and Analyses
3.6 Findings and Discussion
3.7 Part I: Continuity of Students' Research Interests
3.8 Part II: Role of Focal Instructional Features for Supporting Student Interests
3.8.1 Case Study of Nina
3.8.2 Case Study of Laura
3.8.3 Case Study of Allison
3.9 Discussion
References
Chapter 4: Science in the Learning Gardens: Collaboratively Designing Middle School Curriculum to Bring the Next Generation Science Standards to Life
4.1 Introduction and Rationale
4.2 Curriculum Design of Science in the Learning Gardens
4.3 SciLG Included the Following Programmatic and Research Endeavors
4.3.1 Research on the Core Idea of Engineering Design
4.3.2 Culturally Responsive Place-Based and Experiential Pedagogy
References
Chapter 5: Science in Action: Biological and Ecological Principles of Urban Agriculture
5.1 Introduction
5.2 Learning Progressions
5.3 Rationale for Urban Agriculture Learning Progression Core Ideas
5.4 Learning Progressions for Urban Agriculture
5.5 Teaching Implications of a Learning Progression in Urban Agriculture
5.6 Conclusions
References
Chapter 6: Urban Agricultural Experiences: Focusing on Twenty-First Century Learning Skills and Integrating Science, Technology, Engineering, and Mathematics (STEM) Education
6.1 Introduction
6.2 School Gardens and Urban Initiatives
6.2.1 School Gardens
6.2.2 Urban Garden Initiatives
6.3 Theoretical Framework
Contents
List of Contributors
Chapter 1: An Introduction of Research Approaches in Urban Agricultural and Community Contexts
1.1 Conclusion
Chapter 2: What Role Does Motivation and Engagement in Garden-Based Education Play for Science Learning in At-Risk Middle School Students? A Self-Determination Theory Perspective
2.1 Motivational Framework to Specify "Active Ingredients" in Garden-Based Education
2.2 Learning Gardens Laboratory
2.2.1 Research on Engagement in the Learning Garden
2.3 Research Questions
2.4 Sample, Design, and Measures
2.5 Results
2.5.1 Implications for the Enrichment and Study of Garden-Based Educational Programs
2.6 Enriching Garden-Based Educational Experiences
2.7 Guiding Motivational Research on Garden-Based Educational Programs
2.8 Conclusion
References
Chapter 3: Developing a Researchable Question: Open Inquiry in a School Garden
3.1 Introduction
3.2 Instructional Models for Open Inquiry
3.3 Motivating Questions for Scientific Inquiry
3.4 School Gardens as a Strategic Context for Open Inquiry
3.5 The Study
3.5.1 Rationale and Research Questions
3.5.2 Methodology
3.5.3 Instructional Design: After-School Garden Science Class
3.5.4 Setting and Participants
3.5.5 Procedures for Conducting the Study
3.5.6 Data Sources and Analyses
3.6 Findings and Discussion
3.7 Part I: Continuity of Students' Research Interests
3.8 Part II: Role of Focal Instructional Features for Supporting Student Interests
3.8.1 Case Study of Nina
3.8.2 Case Study of Laura
3.8.3 Case Study of Allison
3.9 Discussion
References
Chapter 4: Science in the Learning Gardens: Collaboratively Designing Middle School Curriculum to Bring the Next Generation Science Standards to Life
4.1 Introduction and Rationale
4.2 Curriculum Design of Science in the Learning Gardens
4.3 SciLG Included the Following Programmatic and Research Endeavors
4.3.1 Research on the Core Idea of Engineering Design
4.3.2 Culturally Responsive Place-Based and Experiential Pedagogy
References
Chapter 5: Science in Action: Biological and Ecological Principles of Urban Agriculture
5.1 Introduction
5.2 Learning Progressions
5.3 Rationale for Urban Agriculture Learning Progression Core Ideas
5.4 Learning Progressions for Urban Agriculture
5.5 Teaching Implications of a Learning Progression in Urban Agriculture
5.6 Conclusions
References
Chapter 6: Urban Agricultural Experiences: Focusing on Twenty-First Century Learning Skills and Integrating Science, Technology, Engineering, and Mathematics (STEM) Education
6.1 Introduction
6.2 School Gardens and Urban Initiatives
6.2.1 School Gardens
6.2.2 Urban Garden Initiatives
6.3 Theoretical Framework