Research shows that being in nature is important for children's health and psychosocial and physical development. Outdoor education can significantly improve the quality and meaningfulness of learning, contribute to the teachers' and pupils' well-being and help to build a positive attitude towards nature. However, learning outside the school building is rather an exception in the Czech Republic and has not yet received much attention here. On the contrary, Norway is specific in its attitude to outdoor recreation and outdoor education. The purpose of this paper is to present Norwegian approach to outdoor education in primary schools. The theoretical chapters describe the issue of outdoor education in general with a specific focus on the Czech tradition and discourse, the Norwegian education system and the local situation of outdoor education. This part is followed by a qualitative research carried out in the Bodø district in northern Norway. The main method of data acquisition were interviews with teachers from seven local primary schools. The research describes the teachers' concept of outdoor education and answers the question of where the sources of support for outdoor education in Norway are.

This diploma thesis deals with the use of herbal garden during teaching at primary school. The thesis include proposals for activities that have appropriate cross-curricular relations. This activities will reinforce the pupils' knowledge in the area of biology, maths, czech language, art and in music. The activities also include worksheets with various instruc- tions and tasks for each point of interest.

Diploma thesis Didactic use of example natural garden Domamil focuses on school demonstration garden of primary school Domamil and its use in teaching. The thesis deals with the general history of school gardens, describes the natural garden and the criteria under which the garden can obtain the certificate of a natural garden. It also mentions occupational safety, operating and visiting rules of the natural garden. The diploma thesis describes the origin and development of the school example natural garden of the Domamil Primary School and characterizes its individual elements and their gradual building by pupils and teachers of the Domamil Primary School. The whole characteristic of the school example natural garden of the Domamil Elementary School is complemented by a photo documentation. The thesis includes a questionnaire survey, which was carried out between teachers and pupils of the second grade of the primary school Domamil. The questionnaire dealt with the use of the school demonstration natural garden in practice and in teaching. Based on the results of the questionnaire survey and the current state of the garden, didactic materials were created for teaching in the school demonstration garden of the primary school Domamil. The didactic materials were intended for pupils of the seventh...

This thesis discusses the importance of school gardens. First, two current environmental and societal problems are highlighted: the industrialized food system and what Richard Louv has termed, "Nature Deficit Disorder," in children. School gardens are then presented as an effective tool that can address and remedy such issues. Lastly, a how-to manual for implementing such projects in schools is provided as well as a few sample lesson plans to be used in conjunction with the garden in each subject across the curriculum.

The purpose of this thesis is to develop a comprehensive educational program involving student activities related to the biotope of the garden pond. The theoretical part deals with general issues of inquiry-based education and the utilization of school gardens. The main contribution of the thesis is the creation of a concrete educational program, comprising seven activities which employ the environment of a garden pond. It is designated for biology and geography classes at middle/secondary schools. Each activity portfolio consists of a methodological sheet for teachers and a work sheet for students. Most activities can be carried in the environment of any water tank; some activities can be also done in the school building. The training program was pilot tested with elementary school teachers and subsequently with sixth and seventh grade students. Concurrently, an evaluation of the program's effectiveness was implemented in the form of written tests. The thesis discusses the findings from this evaluation as well as the practical verification of the suggested program that was carried out on teachers and on students.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-06-13T17:39:14Z No. of bitstreams: 1 2015 - S?lvia Maria de S? Berreto Ferreira.pdf: 907631 bytes, checksum: 83122d961d78c54fedee1df798feecab (MD5) / Made available in DSpace on 2017-06-13T17:39:14Z (GMT). No. of bitstreams: 1 2015 - S?lvia Maria de S? Berreto Ferreira.pdf: 907631 bytes, checksum: 83122d961d78c54fedee1df798feecab (MD5) Previous issue date: 2015-12-16 / de Janeiro PPGEA/UFRRJ. Serop?dica/RJ, 2015. Under the picture of the use of organic agriculture to the work of interdisciplinarity, the food culture with its great importance for family farming (which provide the support of the majority of rural households) and knowing that school gardens have a role fundamental, both aesthetically, pedagogical, educational point of view also functions as a space of discovery and direct learning many subjects that are covered in the classroom. From this perspective it appears that an organic garden at school Agricultural Dom Augustine Ikas, with the participation of the whole school community. Conforming so, the study leaning out the possibility of growing a vertical garden as a teaching tool, with high school students and technical federal schools. This research aimed to identify the concept of organic agriculture as interdisciplinary approach to environmental education, gathering data to demonstrate the relevance of the subject and enables the work of environmental education as a transdisciplinary element in the curriculum of courses, discussing sustainability from development this garden vegetables and rescuing species from the city of S?o Louren?o da Mata. For this work we were used plastic bottles of 2 liters in the form of suspended planters (vertical planting). The substrate used was humos earthworm, Eisenia andrei, and topsoil. During the deployment and development of vegetables, which showed biological cycle of approximately 90 days, a great interest of the student body and teaching was observed in furthering the teaching-learning about sustainability from the concrete reality of the construction of the organic garden within a small urban space. / Sob o panorama do uso da agricultura org?nica para o trabalho da interdisciplinaridade, e do cultivo de alimentos com sua grande import?ncia para a atividade agr?cola familiar (que proporcionam o sustento da maioria das fam?lias rurais). Sobretudo, sabendo-se que as hortas escolares possuem um papel fundamental, tanto do ponto de vista est?tico, pedag?gico, educativo tamb?m funciona como um espa?o de descoberta e aprendizagem direta de muitas mat?rias que s?o abordadas na sala de aula. Nessa perspectiva ? que surge uma horta org?nica no col?gio Agr?cola Dom Agostinho Ikas, com a participa??o de toda a comunidade escolar. Conformando assim, o estudo debru?ado na possibilidade de cultivo a uma horta vertical, como uma ferramenta did?tica, com os estudantes do Ensino M?dio e T?cnico da Rede Federal de Ensino. Esta pesquisa teve como objetivos identificar o conceito da agricultura org?nica como conhecimento interdisciplinar para a educa??o ambiental, reunindo dados que demonstrem a relev?ncia do tema e possibilite ao trabalho da Educa??o Ambiental como elemento transdisciplinar na grade curricular dos cursos, discutindo a sustentabilidade a partir do desenvolvimento desta horta e resgatando esp?cies hort?colas oriundas no munic?pio de S?o Louren?o da Mata. Para a realiza??o deste trabalho foram utilizadas garrafas pets de 2 litros em forma de jardineiras suspensas (plantio verticalizado). O substrato utilizado foi humos de minhoca, Eisenia andrei,e terra vegetal. Durante a implanta??o e o desenvolvimento das hortali?as, que apresentaram ciclo biol?gico de aproximadamente 90 dias, foi observado um grande interesse do corpo discente e docente em aprofundar o processo de ensino-aprendizagem sobre sustentabilidade a partir da realidade concreta da constru??o da horta org?nica dentro de um pequeno espa?o urbano

The thesis aims on complex description of environmental features of ZŠ Hostýnská school ground and evaluating its using for teaching biology. In theoretic part the importance of school grounds for educating is introduced, history of school gardens and current state of their using is described. Next part is focused on current using of school ground and description of its environment. Floristic investigation made by author in 2014-2015 is included. In frequent visits author found and determinated 117 species of vascular plants, which is a sign of relatively high biodiversity. Finally using of school ground is compared with school book and key competences. Plans and suggestions for future improvements are given. Five work sheets with methodic suggestions are included.

Title Transformation and the Utilization of the School Garden of the Elementary School Jílové u Prahy Since Establishment Until Today. Annotation The goal of my thesis is to monitor the establishment and the development of our school garden. In the first, theoretical part of my thesis, I outlined the historical events and attempts that would lead to the establishment and the decline of school gardens in the Czech Republic. This is closely linked to the historical developments of the Czech educational tradition. This part of my thesis is backed up by the information found in specialised and professional literature. In the second part of my thesis, i.e. my research, I have focused on collecting the information about the process of building a new school in Jílové u Prahy and about the development and changes in the adjoining school area from the day it was opened until now. My research is based on documents found in the archive, class records and annual reports. I gained lots of valuable information from interviews with eyewitnesses. In my conclusion, I compare the development phases of the school area and outline my findings in terms of the function of the school garden for the teaching process at the ground school. Key Words Key words: history of school gardens, ZŠ Jílové u Prahy, school area, school garden,...

he thesis proposes a teaching programme for general botany in the school garden. On the basis of a literary analysis of framework educational programmes, school educational plans, secondary-school textbooks of biology, assessment and evaluation of the school garden of The Secondary school of Agriculture and Food processing in Klatovy, a set of more than 85 questions and tasks has been made. The additional worksheets for pupils have been prepared just for the educational activity in the school garden. The method of direct study of nature is the most frequent one. The authentication of the teaching programme was carried out in the years 2010 to 2012 with the pupils of the aforementioned secondary school.

Es ist weithin anerkannt, dass globale Solidarität in Zeiten globaler Krisen von größter Bedeutung ist. Sie ist auch wesentlich für Bildung für nachhaltige Entwicklung (Education for Sustainable Development/ESD). Die vorliegende Arbeit befasst sich in diesem Kontext mit Virtuellem Schulgartenaustausch (Virtual School Garden Exchange/VSGE). In VSGEs tauschen sich Grund- und Sekundarschüler*innen des Globalen Nordens und Globalen Südens über ihre Erfahrungen im Schulgarten mithilfe digitaler Medien aus. In drei Fachartikeln werden empirische Befunde aus vor allem qualitativer Empirie vorgestellt. Die erste Publikation umfasst einen systematischen Literaturreview. Dieser ergab, dass im Feld der internationalen Schulgartenforschung bisher kaum dieser Ansatz thematisiert wurde. Artikel 2 & 3 analysieren konkrete VSGEs. Hierfür wurden 23 semi-strukturierte Interviews mit Pädagog*innen geführt, die mittels der qualitativen Inhaltsanalyse ausgewertet wurden. Im zweiten Artiekl wurden die Intentionen der Pädagog*innen hinsichtlich der Lernergebnisse der Schüler*innen untersucht. Diese zeigen einige Überschneidungen mit den Zielen von ESD auf. Um dies näher zu untersuchen, widmete sich die dritte Publikation den von Pädagog*innen beobachteten Lernergebnissen ihrer Schüler*innen. Es konnte die Förderung einiger der erwünschten Lernergebnisse beobachtet werden. Außerdem wurden die Schüler*innen durch die VSGEs zu Transformativem Lernen und zu Othering angeregt. Während ersteres mit den Zielen von BNE im Einklang steht, widerspricht Othering diesen. Zusammenfassend zeigte sich, dass VSGE ein innovativer Ansatz ist. Einerseits eignet er sich dazu, die globale Perspektive von BNE im Schulgarten umzusetzen. Andererseits zeigt die vorliegende Studie auch, dass VSGEs keine Garantie für eine gute BNE-Praxis sind, da diese auch Othering fördern. Die Arbeit schließt mit Handlungsempfehlungen für zukünftige Forschung sowie für interessierte und bereits aktive VSGE-Pädagog*innen ab. / It is widely recognized that global solidarity is of paramount importance in times of global crises. It is also essential for Education for Sustainable Development (ESD). In this context, this study deals with Virtual School Garden Exchanges (VSGEs). In VSGEs, primary and secondary school students from the Global North and Global South exchange virtually on their school gardening experiences. Three scientific articles present new findings from primarily qualitative empirical research and examine VSGEs under ESD criteria. The first publication is based on a systematic literature review. It revealed that in the field of international school garden research, little to no attention has been paid to VSGEs. In Articles 2 & 3 concrete VSGEs were analyzed with a particular focus on student learning outcomes from educators' perspectives. For this purpose, 23 semi-structured interviews were conducted and analyzed using qualitative content analysis. The second publication examines VSGE educators' intentions for students’ learning outcomes. These are compared with research on ESD, which indicated some overlap. To investigate this further, the third publication focused on educators’ observations regarding students’ learning. First, the promotion of some of the desired learning outcomes was observed. Furthermore, educators observed that, on the one hand, Transformative Learning and on the other hand Othering was stimulated by VSGEs. While Transformative Learning is in line with ESD objectives, Othering contradicts the aims of ESD. In summary, it has been shown that VSGE is an innovative approach and an opportunity to implement the global perspective of ESD in school gardens. Nevertheless, this study also shows that VSGEs are not a guarantee of good ESD practice. They also risk creating Othering between international students instead of fostering solidarity. The study concludes with recommendations for future research as well as for interested and already active VSGE educators.