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Research has shown that hands-on, experiential learning is very effective in the classroom and school gardening utilizes this method of learning. Gardening has been shown to have many positive effects on children including in academic areas. Of the youth gardening programs that exist, little research has been done with the Junior Master Gardener® program to evaluate it for its use in the classroom. JMG® is a youth gardening program designed to teach aspects of horticulture and environmental science through hands-on activities in both informal and formal learning environments. A case study of one particular classroom evolved from a larger evaluation study of the JMG® program in Indiana third grade classrooms. Research with this classroom utilized a mixed approach to acquire quantitative and qualitative data of knowledge and attitudes toward science, horticulture, and the environment. Quantitative measurements were made pre, post, and post-post (after summer break) the program. Qualitative methods included weekly classroom observations during the study, student post and post-post program evaluations, and post program teacher evaluations. Results indicated that students had significant levels of knowledge and positive attitude gain from pre to post tests. Observations and evaluations supported the quantitative results showing that the students and teacher found the JMG® program to be valuable in the classroom, as well as enjoyable which may lead to more student interest in science. Through this case-study post-post program assessment showed that the students retained a significant amount of positive attitudes toward science, horticulture and the environment.
Studies have shown gardening to have the potential to influence students in several positive ways. The hands-on and informal learning that occurs in these outdoor areas can be incorporated into all areas of the curriculum, fostering environmental awareness and increased interest in science. Junior Master Gardener (JMG) was chosen to be evaluated in 14 Indiana third grade classrooms as little formal classroom usage data exists for the program. It was hypothesized that the use of the program could help improve agriculture awareness and knowledge in youth. Quantitative and qualitative instruments and observations were utilized in a effort to evaluate knowledge gain and change of attitude towards the topics covered by the JMG curriculum; science, horticulture, and the environment. Student pre- and posttest results indicated overall significant gains in knowledge and attitudes. Performance was not attributed to student age, gender, race, or location of the school, although those schools with a garden achieved more positive gains in attitude and specific performance varied according to classroom. Qualitative data also indicated that the students enjoyed the program, shared what they learned with others, and wanted to participate in more JMG and gardening type activities. Teachers indicated that they were satisfied with the program in their classrooms and planned to reuse their JMG materials for future classes.