Journal of Advances in Education Research

Action Research to Integrate Science with Mathematics through Garden-Based Learning at the Elementary School Level

Download PDF (840.2 KB) PP. 199 - 211 Pub. Date: November 9, 2017

DOI: 10.22606/jaer.2017.24001

Author(s)

Sarah Rummel
North Elementary School, Morgantown, United States
James Rye^*
Department of Curriculum & Instruction/Literacy Studies, West Virginia University, Morgantown, United States
Sarah Selmer
Department of Curriculum & Instruction/Literacy Studies, West Virginia University, Morgantown, United States
Melissa Luna
Department of Curriculum & Instruction/Literacy Studies, West Virginia University, Morgantown, United States

Abstract

Practical action research--an iterative and inquiry-based sequence of study--can help guide collaboration in university-school partnerships, in this case, towards the integration of garden-based learning with core disciplines in the elementary curriculum. The study focuses on grade 3 mathematics instruction about measurement and data, the integration of science standards such as structure and function, and math-science practices of attending to precision, modeling, conducting investigations, and interpreting data. Students collect, graph, and make meaning of data as well as solve a problem related to buoyancy of garden produce. Student performance revealed that the majority of students achieved mastery at the distinguished level in producing scaled graphs; and that considerable scaffolding is necessary for students to adequately attend to precision. A field-tested learning cycle is provided, which can be adapted by elementary teachers for classroom instruction and by teacher educators to model for preservice teachers mathematics-science integration that incorporates school gardening.

Keywords

Data, investigation, action research, integration, school garden, elementary, schooluniversity partnerships.

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