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Mark Abraham Garcia
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17 views

Research

Uploaded by

Mark Abraham Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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School gardens serve as vital educational resources, providing students with hands-on learning

experiences that foster a deeper understanding of nature, sustainability, and nutrition. Renovating and
beautifying these outdoor spaces not only enhances the aesthetic appeal but also enriches the
educational opportunities they offer. In this research, the researchers will examine the importance of
beautifying school gardens, exploring the benefits they bring to students, educators, and the wider
community. Increased access to healthful food can improve diet and health (Shafer, 2018). A study in
Harvard shows how beneficial school gardens are. It will provide easy-access vegetable crops for the
school which can expand the choices for healthy food in the school canteen. Allowing students to have a
healthier diet and health. Additionally, Prices of necessary vegetables used in cooking are continuously
rising and it may limit the school’s cafeteria to buy and provide vegetables for the school. Renovating and
improving school garden using vegetable crops may not only look more aesthetically appealing but can
also provide a healthier environment for students and staff. Furthermore, well-designed gardens can
serve as living laboratories where students can conduct experiments, and observe plant growth
(Fernandez-Sanchez et al., 2014). School gardens are used to introduce students the benefits and
enjoyment of planting crops, which can help established their relationship with mother nature. Learning
how to maintain and sustain Plant crops is a great opportunity for it can be beneficial in the future.

The researchers will discuss the significance of school gardens as dynamic learning
environments that promote associative learning. By integrating subjects such as science, math, and
environmental studies into garden-based activities, students can develop critical thinking skills and a
deeper appreciation for the natural world. Moreover, working together in the garden may be a great way
to discuss environmental issues and how to live a healthier life (Douglas, 2021). Garden-based activities
can be a team building between students and can provide a naturally relaxing atmosphere to study, rest
and observe greenery. Research shows that people who are more connected with nature are usually
happier in life and more likely to report feeling their lives are worthwhile (Mental Health Foundation,
2022). Nature generates positive emotions to increase overall mood and atmosphere of a place.
Calmness, joy, and creativity are fostered by a nature friendly garden. Also, it can facilitate concentration
which can increase the students’ overall focus. High quality nature spaces can help support good mental
health, People with strong nature connectivity tends to be pro-environmental behaviors such as
recycling items or buying seasonal food. This is likely to lead to further natural improvements that we
can then go on to enjoy.

.
Mental Health Foundation. (2022). Nature: How connecting with nature benefits our mental

health. Www.mentalhealth.org.uk. https://www.mentalhealth.org.uk/our-

work/research/nature-how-connecting-nature-benefits-our-mental-health

Shafer, L. (2018, July 31). School Gardens and Student Nutriton: Best Practices for Schools to

Encourage Kids to Eat and Live Healthfully. Www.gse.harvard.edu.

https://www.gse.harvard.edu/ideas/usable-knowledge/18/07/let-it-grow

Douglas, J. (2021, February 16). Benefits of community gardening. Los Angeles Community

Garden Council. https://lagardencouncil.org/benefits-of-community-gardening/

Fernandez-Sanchez, G., Bernaldo, M. O., Castillejo, A., & Manzanero, A. M. (2014). Education

for sustainable development in higher education: State-of-the-Art, barriers, and

challenges. Higher Learning Research Communications, 4(3), 3.

https://doi.org/10.18870/hlrc.v4i3.157

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