RT journal article
T1 Can school gardens contribute to resilient communities from a scientific and eco‑social perspective in early childhood education?
A1 Aragón Núñez, Lourdes
A1 Erdozain Manzano, Beatriz
A2 Didáctica
K1 Educational garden
K1 Initial teacher training
K1 SDGs
AB The use of school gardens in Spain has proliferated signifcantly since the 1990s.School gardens are learning spaces that have a high educational potential in diferentareas of knowledge. They represent an opportunity to create greener school environments, mainly in urban areas, allowing students to connect with nature, caring forand conserving the environment, become familiar with the origin of food, and usenatural resources responsibly from an early age. In this study, diagnostic researchis conducted from a quantitative and qualitative approach. A questionnaire containing 45 close-ended multiple-choice questions and nine open-ended questions isemployed. A total of 21 urban schools that use gardens in early childhood educationparticipate. The level of resilience is determined by three indicators (environmental,economic, and social) to which a curriculum dimension is added to assess the useof the school garden from a scientifc and eco-social perspective. The results revealschool gardens are valuable spaces to transform urban environments, and contribute to creating resilient communities in response to current challenges. In general,school gardens seem to show a variable level of resilience in which a medium levelpredominates. Weaknesses are mainly identifed in the environmental and socialdimensions, and should be addressed in initial and continuing teacher training
PB Springer
SN 2206-3110
YR 2024
FD 2024-10-30
LK http://hdl.handle.net/10498/35367
UL http://hdl.handle.net/10498/35367
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 05-nov-2026