Browsing by Subject "koulupuutarhatoiminta"

This masters thesis examines ten year old student’s relationship to plants and growing them. Second aim for this study was to evaluate classroom garden project “Fruit bomb” if it is suitable for education for sustainability. Comparisons were made between boys and girls and between urban (n=42 Helsinki) and rural children ( n=34 Paltamo, Kainuu) focusing their child-plant relationship. Comparison group from Paltamo took part only to the pre inquiry. The study took place during the spring 2006. The research was done by using qualitative methods. First, children were observed during the teaching. Second, a questionnaire was held before and after the plant growing project. Finally both children and teachers took part in themed interviews. The data was analyzed by using triangulation method which means the use of different analyses methods in the same study. The data was analyzed statistically with SPSS programmed cross tabulation Chi-Square ?2 tests (comparisons between boys/girls, rural/urban, before/after education). The program was also analysed inductively in order to understand children’s perceptions about plants in their lives. The plant growing project “Fruit bomb” itself was evaluated basing on children’s feedback and by using two theoretical models. One of the models used is known as the sustainable development triangle: ecological, economical and social-cultural dimension. The different parts of the educational project were classified to these dimensions. The other model used was J. Palmer´s tree model, the best known environmental education model. Educational activities were evaluated based on how well they correspond to the demands of the models. The results show some clear differences in the child-plant relationship between girls and boys and between rural and urban children. For girls, the beauty and joy of plants is important whereas the boys appreciate plants as a source of life. To grow plants from seeds was pleasurable but unfamiliar. However children became inspired and started their own growing experiments. Girls were more interested in plants than boys. Rural children seemed to have more activities with vegetation during their spare time, and they also recognised more tree species than urban kids. The rural children considered people to be part of the nature whereas 24 % of the urban children disagreed. The results show that growing plants in the classroom can be used as an introduction to the themes of sustainable education but acting for the environment (as in Palmer´s tree model) comes true only if the children’s immediate surroundings are included. Nurturing child-plant relationship in school may nevertheless be important for the child´s normal growth and for the formation of environmental friendly values.