Hydroponics, Aquaponics, and Gardening in Schools

Hydroponics FYI

What is hydroponics? – Terms and definitions, difficult jargon made easy, and vocabulary acronyms revealed.

http://www.simplyhydro.com/whatis.htm

DIY hydroponics – Full step-by-step instructions for 18 projects to get your indoor harvest growing.

http://www.instructables.com/id/DIY-Hydroponics/

Simple instructions for a hydroponic garden – With some basic tools you can build a garden that requires almost no maintenance, is dirt-free and will produce double the yield of a traditional garden.

http://awesomenessprojects.com/step-by-step-instructions/

How to assemble a homemade hydroponic system – Learn how to grow plants year-round by using a soil-less hydroponic system (~$500 – $1000).

http://www.diynetwork.com/how-to/how-to-assemble-a-homemade-hydroponic-system/index.html

DIY hydroponics – Lots of information, blueprints, answers to the most common and not so common questions.

http://www.diy-hydroponics.com/index.html

DIY hydroponic, aquaponic, and school garden ideas – Pintrest is your friend for ideas!

https://www.pinterest.com/cdnhydroponics/diy-hydroponic-and-aquaponic-gardens/

https://www.pinterest.com/aideenmaher/school-garden-ideas/


What does the research say?

“Results of the study suggest that when a learning institution provides mechanisms for students to contribute to the overall quality of the institution (such as a campus gardening program), a sense of interdependency and positive self-empowerment develops among faculty and students.”

Hoffman, A. J., Knight, L. F. M., & Wallach, J. (2007). Gardening Activities, Education, and Self-Esteem Learning Outside the Classroom. Urban Education, 42(5), 403-411.


“Key findings suggest that when young children are participating in garden and greenhouse activities they are: (1) communicating their knowledge about the world to others, (2) conveying (and learning to process and manage) emotions, and (3) developing important skills (e.g., initiative, self-confidence, literacy, math, science skills) that will help them be more successful in school and better navigate the world.”

-Miller, D. L. (2007). The seeds of learning: Young children develop important skills through their gardening activities at a Midwestern early education program. Applied Environmental Education and Communication, 6(1), 49-66.


“School gardens as a component of nutrition education can increase fruit and vegetable knowledge and cause behavior change among children. These findings suggest that school administrators, classroom teachers, and nutrition educators should implement school gardens as a way to positively influence dietary habits at an early age.”

-Parmer, S. M., Salisbury-Glennon, J., Shannon, D., & Struempler, B. (2009). School gardens: an experiential learning approach for a nutrition education program to increase fruit and vegetable knowledge, preference, and consumption among second-grade students. Journal of nutrition education and behavior, 41(3), 212-217.


“Female students had significantly more positive attitudes towards school at the conclusion of the garden program compared to males. The results also showed that there were differences in interpersonal relationships between children depending on grade level in school. In addition, childrens’ attitudes toward school were more positive in schools that offered more intensive individualized gardening.”

-Waliczek, T. M., Bradley, J. C., & Zajicek, J. M. (2001). The effect of school gardens on children’s interpersonal relationships and attitudes toward school. HortTechnology, 11(3), 466-468.


“This space led to a strong sense of belonging among students who were formerly dislodged from their birthplaces, together with providing opportunities for learning English language and forming connections to the local environment.”

-Cutter-Mackenzie, A. (2009). Multicultural school gardens: Creating engaging garden spaces in learning about language, culture, and environment. Canadian Journal of Environmental Education (CJEE), 14, 122-135.


“Quantitative studies showed positive outcomes of school-gardening initiatives in the areas of science achievement and food behavior, but they did not demonstrate that children’s environmental attitude or social behavior consistently improve with gardening… Qualitative studies documented a wider scope of desirable outcomes, including an array of positive social and environmental behaviors.”

-Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. The Journal of Environmental Education, 40(2), 15-38.

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