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Science Learning from the School Garden through Participatory Action Research in Nepal
Nepal's NORHED/Rupantaran project designed and developed participatory action research through school gardening. This study explored the ways for the community schools, science teachers and basic level (grade five to eight) students to foster a sense of agency in the school science curriculum through life-based experiential learning. Qualitative research design on thematic and verbatim methods are used to collect and analyze the data in this study. The findings show that school gardening activities are helpful and productive for science teaching and learning. The evidence from participatory action research experiences in actual school settings would provide new insights for policymakers to transform the school science curriculum. Further, the study findings show collaborative knowledge production through school gardening in a contextual environment, often neglected in community school science teaching and learning. The implications of the research findings could contribute to policy-level discussions about science teachers' professional development.
contextual learning, participatory action research, school garden
We would like to thank teachers and students who engaged meaningfully in school gardening activities as part of science learning through the study. This paper has been prepared with the support of NORHED/Rupantaran project entitled 'Innovations in Teaching and Learning through Contextualized Approaches to Increase the Quality, Relevance and Sustainability of Education in 'Nepal' which has been jointly implemented in Nepal by Tribhuvan University (TU), Kathmandu University (KU) and the Norwegian University of Life Sciences (NMBU). The authors are grateful to the project coordinators for their valuable support.
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Recommended APA Citation
Acharya, K. P., Budhathoki, C. B., & Acharya, M. (2022). Science Learning from the School Garden through Participatory Action Research in Nepal. The Qualitative Report, 27(6), 1623-1634. https://doi.org/10.46743/2160-3715/2022.4561
Kamal Prasad Acharya https://orcid.org/0000-0002-5469-0989 Chitra Bahadur Budhathoki https://orcid.org/0000-0001-9636-0614 Milan Acharya https://orcid.org/0000-0002-0686-9431