ohmart portland f2 c conference 3 09

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Garden Based Learning: Garden Based Learning: Trends in Research and Trends in Research and Practice Practice Jeri L. Ohmart Jeri L. Ohmart UC Davis UC Davis Sustainable Agriculture Research and Education Sustainable Agriculture Research and Education Program Program Children’s Garden Program & Student Farm Children’s Garden Program & Student Farm

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Jeri Ohmart - presentation from workshop titled ' What Does Farm to School Research Tell Us? Making Fact-Based Claims

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Page 1: Ohmart Portland F2 C Conference 3 09

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

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

(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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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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

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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