Filtering by
- All Subjects: Sustainability Education
- Creators: School of Geographical Sciences and Urban Planning
Local organic gardening once experienced great popularity with Americans. At one time promoted and prominent, local gardens became obscure, old-fashioned, and outmoded. However, in the last few decades, for various reasons, local organic gardening has made some progress. This study seeks to assist high-density, low-income, inner-city Americans, who often do not have have easy or affordable access to fresh whole food by creating sustainable, resilient, local, urban gardens. However, this effort does not attempt to address the needs of entire populations of census tracts, rather one suburban home, one small apartment complex, or one small community garden. O ne solution to the problems associated with food insecurity is to put the creativity and responsibility into the hands of those who need the food, allow them to work within a self-sustaining garden, and decide what to do with any excess food. W ith the help of Greg Peterson, Phoenix’s own urban farmer, this project set out to create a system using Phoenix’s limited amount of rainfall to create a aquaponic gardening system which will be used in micro-communities such as multi-family complexes, middle schools, or high schools, in order to help grow food for these communities and alleviate some of the difficulties of finding fresh food in the desert.
This research paper assesses the effectiveness of a remote garden-based learning curriculum in teaching elementary students’ basic systems thinking concepts. Five remote lessons were designed, covering different garden topics, and in order to integrate systems thinking concepts, the Systems Thinking Hierarchical Model was used. This model includes eight emergent characteristics of systems thinking necessary for developing systems thinking competency. Five students were given the remote garden-based learning lessons. Student work was evaluated for systems thinking understanding and student outcomes were compared to anticipated learning outcomes. Results suggest that elementary students are able to understand basic systems thinking concepts because student work met anticipated outcomes for four systems thinking characteristics and exceeded anticipated outcomes for one characteristic. These results are significant because they further confirm that elementary-aged students do have the ability to understand systems thinking and they contribute to a growing movement to integrate sustainability education into elementary curriculum.