Nebraska School Gardens and the Potential for Science, Technology, Engineering, and Math Learning

Authors

• Erin Ingram, University of Nebraska
• Jenny Keshwani, University of Nebraska

Volume

58

Issue

6

DOI

10.34068/joe.58.06.14

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.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Recommended Citation

Ingram, E., & Keshwani, J. (2020). Nebraska School Gardens and the Potential for Science, Technology, Engineering, and Math Learning. Journal of Extension, 58(6), Article 14. https://doi.org/10.34068/joe.58.06.14