School Gardens and Learning: A Scandinavian approach to situated learning

Britt Due Tiemensma

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Abstract

This paper outlines the changing discourse on school gardens as a learning object as well as a learning environment in urban and rural schools in Denmark and Norway, two small states in Northern Europe. School and community gardens are to be found all over the world, and in Scandinavian they are not only regarded as a source of health and fresh food for the students and their families, but also as an alternative arena for learning to cope with issues like sustainability, innovation and democracy. The success of school gardening was always based on dedicated teachers who saw the added value of children learning to plant and care for plants in a school garden.
OriginalsprogEngelsk
TidsskriftMalaysian International Journal of Research in Teacher Education
Udgave nummer1
Sider (fra-til)52-59
StatusUdgivet - 2015

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