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http://dx.doi.org/10.7856/kjcls.2017.28.4.613

Set up and Running Status of School Gardening at Elementary Schools - Focus on Jeollabuk-do  

Jang, Yoonah (National Institute of Horticultural and Herbal Science, RDA)
Jeong, Sun Jin (National Institute of Horticultural and Herbal Science, RDA)
Han, Kyeong Suk (National Institute of Horticultural and Herbal Science, RDA)
Gim, Gyung Mee (National Institute of Horticultural and Herbal Science, RDA)
Choi, I Jin (Korea Seoul Agricultural Technology Center)
Heo, Joonyung (Korea Rural Economic Institute)
Publication Information
The Korean Journal of Community Living Science / v.28, no.4, 2017 , pp. 613-623 More about this Journal
Abstract
This study was conducted to investigate the set up and running status of school gardening at elementary schools in Jeollabuk-do. Among 416 elementary schools in Jeollabuk-do, 164 schools (39.4%) had school gardens. Ninety-seven schools in cities and 67 in counties had school gardens. The total area and school garden size at schools in Jeollabuk-do were $45,490m^2$ and $277m^2$ per school, respectively, as well as $1.6m^2$ per students. School gardens varied in type, and percentages of outdoor and off-campus gardens were 67.2% and 17.2%, respectively. There were differences in the set up, type of garden, annual operating budget, and participants in school garden programs according to the location (city or county) of the school The installation and automation of facilities in the garden (such as greenhouse, tool shed, resource recycling facility, etc.) were poor. Most schools grew various kinds of plants, including vegetables, crops, ornamentals, and fruits. Teachers most often operated school gardens and taught students. Teachers had difficulty managing school gardens due to absence of knowledge about sustaining gardens. Most respondents reported the need for a school garden training program. Sixty-one percent of schools reported that the garden was used for academic instruction, especially during class. The majority of respondents agreed that school gardens have a positive effect and wanted to increase classes related to school gardens. Accordingly, in order to sustain school gardens and maximize their effects, systematic and customized support is needed that considers the characteristics and circumstances of the school. The facilities and features of the garden should be improved, and the school garden training program for teachers should attempt to reduce the effort required to manage the garden and increase utilization efficiency. In addition, participation of garden coordinators, parents, and community volunteers in managing gardens and implementing garden lessons is required.
Keywords
elementary school; school garden; sustainability; training program;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
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