Cultivating Math and Science, Article Review Example

Winters, J., Ring, T., & Burris, K. (2010). Cultivating math and science in a school garden. Childhood Education, 86(4), pp. p.248-G(4).

Summary

The present article concerns the alternative usage of schoolyard and the potential creation of a school garden as a place for outdoor learning of students, especially younger ones. The authors state that students are now spending much less time outdoors due to the increased security standards and advancement of computer technologies enabling to provide interactive classes without leaving one room. However, they emphasize the tremendous motivational potential of outdoor classes that can serve an extension for indoor schooling and can provide students with numerous aspects of applying their theoretical knowledge in assessing practical, natural objects and making observations (Winters, Ring & Burris, 2010). The basis for such assumptions is the implication that children are more likely to associate with relevant, practical meaning of things than with the abstract or symbolic one they cannot physically measure or comprehend – current research has shown the increase in comprehending mathematical concepts and content (73%), increased proficiency in math skills (92%), as well as growing motivation in math studies (89%) (Winters, Ring & Burris, 2010). These results suggest extending the framework of studies outside the classroom to widen the scope of understanding for students and to enable them to practice scientific theories in reality, to make their own unrestrained scientific enquiry (Winters, Ring & Burris, 2010).

Analysis of Research/Methodology

The research offered by the authors proving the constructiveness of their approach to outdoor schooling is an experiment with further reflection by means of keeping diaries and registers by students where they are able to record their achievements. The basic usage of the school garden is seen in three math fields: number and operations, geometry and measurement (Winters, Ring & Burris, 2010). The authors also stress the ability of meeting Natural Science Educational Standards with the help of garden classes, e.g. researching the properties of objects and materials in the garden both in the static position and in motion, realizing the core essence of a scientific inquiry in practice, learning the characteristics of organisms and their life cycles, investigating such physical phenomena as light, heating or magnetism etc. (Winters, Ring & Burris, 2010).

Recommendations for Implementation

The methodology is a very sound one regarding the application of school garden in natural science studies. However, the authors have only provided the theoretical framework for a planned experiment, but have discussed no results of similar experiments and the level of their success. This fact may only mean that there have been no experiments of the kind yet, and the field of study is absolutely new. Surely, it is possible to implement the approach in modern schools in case there is a financial and geographical possibility to create a garden in the schoolyard. More than that, it is necessary to hire a person responsible for keeping the yard in order because children are not likely to be great assistants before the completion of the learning course. The states with cold winters have to consider the opportunity very carefully as well because they will be able to conduct classes only in spring, summer and autumn, so the whole curriculum will have to be changed corresponding to the ability of practicing the material in the garden. The offered concept is unusual and perspective, but no educator can guarantee its success with all children because some of them living and being raised in urban conditions may have no interest to nature and feel uncomfortable in the atmosphere of the garden.

References

Clementi, L.B. (2010). A motivating method to improve reading fluency: even reluctant readers perk up when teachers use a reading practice that is fun for students, even in the content areas, as well as effective. Phi Delta Kappan, 91(5), p.85(4).

Dunn. B. (2009). PALS: Peer Assisted Learning Strategies. Online Submission. Retrieved June 22, 2010, from http://www.eric.ed.gov/PDFS/ED507452.pdf

Winters, J., Ring, T., & Burris, K. (2010). Cultivating math and science in a school garden. Childhood Education, 86(4), pp. p.248-G(4).