ohmart portland f2 c conference 3 09
DESCRIPTION
Jeri Ohmart - presentation from workshop titled ' What Does Farm to School Research Tell Us? Making Fact-Based ClaimsTRANSCRIPT
![Page 1: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/1.jpg)
Garden Based Learning: Garden Based Learning: Trends in Research and Practice Trends in Research and Practice
Jeri L. OhmartJeri L. Ohmart
UC Davis UC Davis Sustainable Agriculture Research and Education ProgramSustainable Agriculture Research and Education Program
Children’s Garden Program & Student FarmChildren’s Garden Program & Student Farm
![Page 2: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/2.jpg)
Why Research?Why Research? Need evidence to show Need evidence to show
policy makers, decision makers,policy makers, decision makers, administrators, teachers, administrators, teachers, media, funders, media, funders, nonprofit and agency personnel nonprofit and agency personnel
Good research leads to better questions, Good research leads to better questions, better understanding of complexitiesbetter understanding of complexities
Different kinds of “evidence,” data, and Different kinds of “evidence,” data, and information is valuable for different audiences information is valuable for different audiences & different purposes.& different purposes.
Need for understanding from a variety of Need for understanding from a variety of perspectivesperspectives
![Page 3: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/3.jpg)
(Classic) Controlled Studies(Classic) Controlled Studies
Large, randomized samples “Experimental” and “control” groups Replicable design Focus on “intervention” and “variables” Aims for statistical significance (generalizable)
Framework: Types of Research
![Page 4: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/4.jpg)
Positives: Strong evidence because of design Numbers, controls, comparisons, stats
Downsides: Can be narrow in results/interpretation
(Classic) Controlled Studies(Classic) Controlled Studies
![Page 5: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/5.jpg)
Mixed Methods StudiesMixed Methods Studies
Often referred to as “quasi-experimental”
Can have “control” elements
Typically based on pre- post- test results
Use both quantitative & qualitative methods
![Page 6: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/6.jpg)
Mixed Methods StudiesMixed Methods Studies
Positives: Gets at data from different angles MoreMore holistic—includes experiential &
qualitative
Downsides: If no control group, results can be questioned Some methods are less reliable than others
![Page 7: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/7.jpg)
Surveys, evaluations, reportsSurveys, evaluations, reports
Programmatic focus (not isolating variables)
Wide variation in how information/data are collected & reported
Positives:• Results can yield valuable & valid data• “On the ground” implementation• Not “designed” for certain results• Access to more unique kinds of data
![Page 8: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/8.jpg)
Surveys, evaluations, reportsSurveys, evaluations, reports
Downsides: “Anecdotal”, over generalized Desire to make results look positive (e.g., for
funders) Usually not aiming for statistical significance,
so more vulnerable to critiques Interviewer bias
![Page 9: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/9.jpg)
Different uses of results: AudiencesDifferent uses of results: Audiences
Legislators, policy & decision makersLegislators, policy & decision makers Lean towards “controlled” studies Lean towards “controlled” studies Classic & quasi-experimental designs Classic & quasi-experimental designs Statistics carry weightStatistics carry weight
Teachers, food service, garden staff, Teachers, food service, garden staff, parents, practitioners, advocatesparents, practitioners, advocates Lean towards experientially based studiesLean towards experientially based studies Observations, personal experience, stories, Observations, personal experience, stories,
“intuitive” knowledge“intuitive” knowledge
![Page 10: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/10.jpg)
What can we say?What can we say?School gardens promote academic achievementSchool gardens promote academic achievement
~12 studies; 7 showed ~12 studies; 7 showed positive impacts (stat sigf)positive impacts (stat sigf)
![Page 11: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/11.jpg)
Extensive study evaluating experiential education Extensive study evaluating experiential education focused on environmental issuesfocused on environmental issues
EIC students out-performed control group on 92% EIC students out-performed control group on 92% of standardized tests across a range of academic of standardized tests across a range of academic areas—ELA, Sci, Soc Sci, Mathareas—ELA, Sci, Soc Sci, Math
Lieberman & Hoody 1998 Lieberman & Hoody 1998
Murphy & Schweers, Harvard 2003Murphy & Schweers, Harvard 2003 Ecoliteracy curriculum - Edible Schoolyard BerkeleyEcoliteracy curriculum - Edible Schoolyard Berkeley
Ecoliteracy students showed significant gains in Ecoliteracy students showed significant gains in overall GPA and English, Social Studies, Math overall GPA and English, Social Studies, Math and Science compared to controland Science compared to control
![Page 12: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/12.jpg)
Over 600 studentsOver 600 students
Traditional science classroom Traditional science classroom vs. garden-based experiential vs. garden-based experiential approachapproach
Higher science achievement Higher science achievement scores with GBL groupscores with GBL group
““Higher levels of learning, Higher levels of learning, synthesizing and evaluating synthesizing and evaluating problems with experiential problems with experiential learning.” learning.”
Science Achievement Science Achievement Klemmer et al. 2005Klemmer et al. 2005
Studies with similar gainsStudies with similar gainsMabie & Baker 1996 (no stats)Mabie & Baker 1996 (no stats)Dirks & Orvis 2005Dirks & Orvis 2005 Smith & Motsenbocker 2005
![Page 13: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/13.jpg)
School gardens improve attitudes toward fruits & vegetables,and increase preferences for fruit and vegetable snacks…
(Nolan 2006)
School gardens promote health and nutrition.
Or do they?Or do they?
![Page 14: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/14.jpg)
Dimensions being testedDimensions being tested
Knowledge of f/vegsKnowledge of f/vegs Preference for f/vegs Preference for f/vegs Willingness to try more f/vegsWillingness to try more f/vegs Consumption of f/vegsConsumption of f/vegs
11 show impacts of gardens on nutrition 11 show impacts of gardens on nutrition 5 use control groups and stats5 use control groups and stats
Promising positive results for those with controlsPromising positive results for those with controls
Peer-reviewed journal studiesPeer-reviewed journal studies
![Page 15: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/15.jpg)
Morris, Zidenberg-Cherr UC Davis 2002 Morris, Zidenberg-Cherr UC Davis 2002
3 Groups: N, N+G, Control3 Groups: N, N+G, Control NG group, significant improvements in 4NG group, significant improvements in 4 thth grade grade
students’students’• Nutrition Nutrition knowledgeknowledge• PreferencesPreferences for certain vegetables--both for certain vegetables--both
grown in the garden and othersgrown in the garden and others
Increased Increased consumptionconsumption at home, at home, willingness to willingness to eateat vegs as a snack and ask a family member to vegs as a snack and ask a family member to buy certain vegetablesbuy certain vegetables
Follow-up showed that results were retained 6 Follow-up showed that results were retained 6 months later, implying lasting effectsmonths later, implying lasting effects
![Page 16: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/16.jpg)
McAleese & Rankin, McAleese & Rankin, Idaho State 2007Idaho State 2007
For N+G group For N+G group
the number of servings of fruits and the number of servings of fruits and vegetables combined more than doubled from vegetables combined more than doubled from 1.93 to 4.5 servings per day.1.93 to 4.5 servings per day.
Vitamin A, C and Fiber intake increased. Vitamin A, C and Fiber intake increased.
No significant increases in servings, vitamins, or No significant increases in servings, vitamins, or fiber for other 2 groups.fiber for other 2 groups.
![Page 17: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/17.jpg)
Pre- & Post-tests: fewer controlsPre- & Post-tests: fewer controls One study showed increased consumptionOne study showed increased consumption
Self-reports of 2Self-reports of 2ndnd graders “I eat vegetables graders “I eat vegetables every day.” every day.”
Were served in the school garden program.Were served in the school garden program. But good cultural connections with garden/ But good cultural connections with garden/
nutrition.nutrition.
Positive attitudes toward citrus, no statsPositive attitudes toward citrus, no stats
Some show increased preference & Some show increased preference & willingness to taste; others no differencewillingness to taste; others no difference
![Page 18: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/18.jpg)
Enhances environmental understanding,Agricultural & Ecological Literacy
Project-based learning deepens Project-based learning deepens understanding of natural systems, enhances understanding of natural systems, enhances ecoliteracy.ecoliteracy.
Fosters stewardship and nurturingFosters stewardship and nurturing
Increased engagement and enthusiasm for Increased engagement and enthusiasm for learninglearning
Enhances focus; speaks to different learning Enhances focus; speaks to different learning stylesstyles
![Page 19: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/19.jpg)
Grant Union High School, Sacramento, CA
A student designed garden/ action project: beyond the garden and
into the community
Personal development, citizenship & community
Increased self-esteemIncreased self-esteem Reduced discipline problemsReduced discipline problems Greater pride and ownership Greater pride and ownership Parental involvementParental involvement
![Page 20: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/20.jpg)
SummarySummary Several studies using quasi-experimental pre- Several studies using quasi-experimental pre-
and post-test designs to quantify impacts of and post-test designs to quantify impacts of school garden participation on students’ school garden participation on students’ learning, behavior, attitudes, fruit & veg learning, behavior, attitudes, fruit & veg preferences or consumptionpreferences or consumption
Garden and Nutrition = ~ 12 showing statistical Garden and Nutrition = ~ 12 showing statistical significancesignificance
Most = positive; some mixedMost = positive; some mixed Add in qualitative studies on human development = Add in qualitative studies on human development =
another ~12 + showing significanceanother ~12 + showing significance Add all up—many positive results (not always stats to Add all up—many positive results (not always stats to
support)support)
![Page 21: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/21.jpg)
Where from here? Where from here? What domains? What variables?What domains? What variables?
Behavioral, attitude, preferences, learning? Behavioral, attitude, preferences, learning? Capacity building in youth, communities?Capacity building in youth, communities? Sustainability?Sustainability?
School MealsSchool Meals
ExperientialExperiential EducationEducation
![Page 22: Ohmart Portland F2 C Conference 3 09](https://reader033.vdocuments.mx/reader033/viewer/2022052821/5539015055034680358b4902/html5/thumbnails/22.jpg)
Qualitative and evaluativeQualitative and evaluative Look for measures-Look for measures-
incorporate quantitativeincorporate quantitative Combine methods-Combine methods-
interviews, self-reportsinterviews, self-reports Explore non-traditional Explore non-traditional
subjects & techniquessubjects & techniques
What types & designs?What types & designs?
Controlled studiesControlled studies Large enough sample sizesLarge enough sample sizes Control for variablesControl for variables Replicable designsReplicable designs
Professional DevelopmentProfessional DevelopmentCooks’ CampCooks’ Camp