The Wheel Garden: Project-Based Learning for Cross Curriculum Education
In this article, we discuss project-based learning in the context of a wheel garden as an instructional tool in science and mathematics education. A wheel garden provides multiple opportunities to teach across the curriculum, to integrate disciplines, and to promote community involvement. Grounded in the theoretical framework of constructivism, the wheel garden provides a multidisciplined educational tool that provides a hands-on, non-traditional arena for learning. We will examine some of the cultural, art, science, and mathematics connections made with this project.
[1] L. Lumsden, ``Student motivation to learn," ERIC Digest, Number 92.
June, 1994.
[2] M. R. Lepper, ``Motivational Considerations in the Study of
Instruction," Cognition and Instruction 5, 4, pp. 289-309, 1988.
[3] M. Maehr, and C. Midgley ``Enhancing student motivation: A
schoolwide approach," Educational Psychologist 26, 3 & 4, pp. 399-
427, 1991.
[4] National Research Council. National science education standards.
Washington, DC: National Academy Press. 1996.
[5] UNESCO's Man and the Biosphere Programme (January, 2008)
(Online). Available: http://www.unesco.org/mab/.
[6] 4 H Across America. (Online). Available: www.4husa.org.
[7] Roots & Shoots [Online]. Available: http://www.rootsandshoots.org.
[8] Council for Environmental Education, Project Wild. (January, 2008)
(Online). Available: http://www.projectwild.org/.
[9] National Gardening Association, Kids Gardening (January, 2008)
(Online). Available: www.kidsgardening.com.
[10] National Wildlife Federation: Schoolyard Habitats Program (January,
2008) (Online). Available:
www.nwf.org/backyardwildlifehabitat/create_maintain.cfm.
[11] National Science Teachers Association (January, 2008) (Online).
Available: www.nsta.org.
[12] C. Beckham, Gullah Greenhouse at Shell Point Elementary School,
South Carolina, 2007. Toyota TAPESTRY Mini-Grant Awardee.
Available: http://www.nsta.org/pd/tapestry/thisyears_mini.htm.
[13] S. Haines, ``Outdoor classrooms: Planning makes perfect," Science and
Children NSTA (4), 2007, pp. 44-48.
[14] L. Hammond, and A. Peralta, "Integrating Science, Language, and
Culture: How Project CULTURES, an Ethnobotany Project in an Urban
School, Exemplifies a Practical Approach to Integrating Inquiry Science,
Language Development, and Community Involvement," 2007 Available:
http://www.nsta.org/pdfs/2007stlouisellConfBreakoutSessions.pdf.
[15] N. Scheman, A. Frankel, A. & B. Davis. ``Grassroots environmentalism:
Promoting inquiry-based learning through an outdoor education
program," The Science Teacher 68(5) pp. 38-39, 2001.
[16] R. Jones, The Butterfly Site. (January, 2008) [Online]. Available:
http://www.thebutterflysite.com/gardening.shtml
[17] A. J. Ernst and M. Monroe, "The effects of environment-based education
on students' critical thinking skills and disposition toward critical
thinking," Environmental Education Research, 10:4, pp. 507 - 522,
2004. Available: DOI: 10.1080/1350462042000291038.
[18] J. Jeavons, How to grow more vegetables: and fruits, nuts, berries,
grains, and other crops than you ever thought possible on less land than
you can imagine. Berkeley, CA: Ten Speed Press, 2002.
[19] Gardening with Children. (January, 2008) (Online). Available:
http://www.coopext.colostate.edu/4dmg/Children/children.htm.
[20] Bighorn Medicine Wheel. Stanford SOLAR Center (January, 2008)
(Online). Available: http://solar-center.stanford.edu/AO/bighornmedwheel.
html.
[21] Virtual Saskatchewan. (January, 2008) (Online). Available:
http://www.virtualsk.com/current_issue/endangered_stones.html.
[22] P. Lane, J. Bopp, M. Bopp, and L. Brown, The sacred tree (4th ed.) Twin
Lakes, WI: Lotus Press. 1984.
[23] E. Jensen, Arts with the brain in mind. Alexandria, VA: Association for
Supervision and Curriculum Development, 2004.
[24] R. Deasy, Critical Links: Learning in the arts and student academic and
social development, Washington DC: Arts Education Partnership, 2002.
[25] E. Fiske, Champions of change: The impact of the arts on learning.
Washington DC: Arts Education Partnership, 1999.
[26] J. Catterall, New Horizons for Learning. Critical links: Learning in the
arts and student academic and social development, 2002.
[Online].Available: http://www.newhorizons.org/.
[27] J. Harland, K. Kinder, P. Lord, A. Stott, I. Schagen, J. Haynes, Arts
education in secondary schools: Effects and effectiveness. Berkshire,
United Kingdom: National Foundation for Educational Research, 2000.
[28] R. Horowitz and J. Webb-Dempsey, ``Promising Signs of Positive
Effects: Lessons from the Multi-Arts Studies", In Deasy, R. (Ed.)
Critical Links: Learning in the arts and student academic and social
development, Washington DC: Arts Education Partnership, 2002.
[29] R. Sylwester, ``Art for brain-s sake," Educational Leadership, 56(3), pp.
31-35, 1998.
[30] J. Bransford, A. Brown and R. Cocking, How people learn: brain, mind,
experience, and school. National Research Council, Washington, DC:
National Academy Press, 2000.
[31] H. Gardner, Frames of Mind. New York: Basic Books, 1983.
[32] K.A. Hamblen, "Theories and research that support art instruction for
instrumental outcomes," Theory Into Practice, (32)4, pp. 191-198, 1993.
[33a] J. Catterall, Conversation and silence: Transfer of learning through the
arts. Journal for Learning Through the Arts, 1(1), pp. 1-12, 2005.
Available: http://repositories.cdlib.org/clta/lta/vol1/iss1/art1J.
[33b] J. Catterall, "Does experience in the arts boost academic achievement? A
response to Eisner." Art Education, 51(4), pp. 6-11, 1998.
[34] E. Eisner, "Does experience in the arts boost academic achievement?"
Art Education, 51(1), pp. 7-15, 1998.
[35] B. Bloom, "Taxonomy of educational objectives: the classification of
educational goals." Handbook I: Cognitive Domain. New York: David
McKay, 1956.
[36] American Association for the Advancement of Science. Science for all
Americans, 1989. New York: Oxford University Press.
[37] American Association for the Advancement of Science. Benchmarks for
science literacy. New York, New York: Oxford University Press, 1993.
Available: http://www.project2061.org/publications.
[38] R. Barba, Science in the multicultural classroom: A guide to teaching
and learning (2nd ed.). Boston: Allyn and Bacon, 1997.
[39] R. Root-Bernstein, ``For the sake of science, the arts deserve support,"
The Chronicle of Higher Education, p. B6, July 11, 1997.
[40] J. Catterall, R. Chapleau and J. Iwanaga, "Involvement in the arts and
human development: General involvement and intensive involvement in
music and theater arts," In E. Fiske (Ed.), Champions of change: The
impact of the arts on learning, 1999, pp. 1-18. Washington DC: Arts
Education Partnership.
[41] National Center for Education Statistics. Arts instruction of public
school students in the first and third grades, Washington, DC: NCES
Publication No. 2006-099, 2006.
[42] U.S. Department of Education, Office of Elementary and Secondary
Education, No Child Left Behind: A Desktop Reference, Washington,
D.C., 2002.
[43] Center for Science and Mathematics Education, ((January, 2008)
Medicine Wheel Garden. [Online]. Available:
http://www.usm.edu/csme/medicinewheel.html.
[44] The GLOBE Program. (January, 2008) [Online]. Available:
http://www.globe.gov/r/homepage.
[45] National Council of Teachers of Mathematics. Principles and standards
for school mathematics. Reston. VA: NCTM, 2000.
[46] M. Bazin and M. Tamez, Math and Science Across Cultures, Activities
and Investigations from the Exploratorium The New Press, 2002.
[1] L. Lumsden, ``Student motivation to learn," ERIC Digest, Number 92.
June, 1994.
[2] M. R. Lepper, ``Motivational Considerations in the Study of
Instruction," Cognition and Instruction 5, 4, pp. 289-309, 1988.
[3] M. Maehr, and C. Midgley ``Enhancing student motivation: A
schoolwide approach," Educational Psychologist 26, 3 & 4, pp. 399-
427, 1991.
[4] National Research Council. National science education standards.
Washington, DC: National Academy Press. 1996.
[5] UNESCO's Man and the Biosphere Programme (January, 2008)
(Online). Available: http://www.unesco.org/mab/.
[6] 4 H Across America. (Online). Available: www.4husa.org.
[7] Roots & Shoots [Online]. Available: http://www.rootsandshoots.org.
[8] Council for Environmental Education, Project Wild. (January, 2008)
(Online). Available: http://www.projectwild.org/.
[9] National Gardening Association, Kids Gardening (January, 2008)
(Online). Available: www.kidsgardening.com.
[10] National Wildlife Federation: Schoolyard Habitats Program (January,
2008) (Online). Available:
www.nwf.org/backyardwildlifehabitat/create_maintain.cfm.
[11] National Science Teachers Association (January, 2008) (Online).
Available: www.nsta.org.
[12] C. Beckham, Gullah Greenhouse at Shell Point Elementary School,
South Carolina, 2007. Toyota TAPESTRY Mini-Grant Awardee.
Available: http://www.nsta.org/pd/tapestry/thisyears_mini.htm.
[13] S. Haines, ``Outdoor classrooms: Planning makes perfect," Science and
Children NSTA (4), 2007, pp. 44-48.
[14] L. Hammond, and A. Peralta, "Integrating Science, Language, and
Culture: How Project CULTURES, an Ethnobotany Project in an Urban
School, Exemplifies a Practical Approach to Integrating Inquiry Science,
Language Development, and Community Involvement," 2007 Available:
http://www.nsta.org/pdfs/2007stlouisellConfBreakoutSessions.pdf.
[15] N. Scheman, A. Frankel, A. & B. Davis. ``Grassroots environmentalism:
Promoting inquiry-based learning through an outdoor education
program," The Science Teacher 68(5) pp. 38-39, 2001.
[16] R. Jones, The Butterfly Site. (January, 2008) [Online]. Available:
http://www.thebutterflysite.com/gardening.shtml
[17] A. J. Ernst and M. Monroe, "The effects of environment-based education
on students' critical thinking skills and disposition toward critical
thinking," Environmental Education Research, 10:4, pp. 507 - 522,
2004. Available: DOI: 10.1080/1350462042000291038.
[18] J. Jeavons, How to grow more vegetables: and fruits, nuts, berries,
grains, and other crops than you ever thought possible on less land than
you can imagine. Berkeley, CA: Ten Speed Press, 2002.
[19] Gardening with Children. (January, 2008) (Online). Available:
http://www.coopext.colostate.edu/4dmg/Children/children.htm.
[20] Bighorn Medicine Wheel. Stanford SOLAR Center (January, 2008)
(Online). Available: http://solar-center.stanford.edu/AO/bighornmedwheel.
html.
[21] Virtual Saskatchewan. (January, 2008) (Online). Available:
http://www.virtualsk.com/current_issue/endangered_stones.html.
[22] P. Lane, J. Bopp, M. Bopp, and L. Brown, The sacred tree (4th ed.) Twin
Lakes, WI: Lotus Press. 1984.
[23] E. Jensen, Arts with the brain in mind. Alexandria, VA: Association for
Supervision and Curriculum Development, 2004.
[24] R. Deasy, Critical Links: Learning in the arts and student academic and
social development, Washington DC: Arts Education Partnership, 2002.
[25] E. Fiske, Champions of change: The impact of the arts on learning.
Washington DC: Arts Education Partnership, 1999.
[26] J. Catterall, New Horizons for Learning. Critical links: Learning in the
arts and student academic and social development, 2002.
[Online].Available: http://www.newhorizons.org/.
[27] J. Harland, K. Kinder, P. Lord, A. Stott, I. Schagen, J. Haynes, Arts
education in secondary schools: Effects and effectiveness. Berkshire,
United Kingdom: National Foundation for Educational Research, 2000.
[28] R. Horowitz and J. Webb-Dempsey, ``Promising Signs of Positive
Effects: Lessons from the Multi-Arts Studies", In Deasy, R. (Ed.)
Critical Links: Learning in the arts and student academic and social
development, Washington DC: Arts Education Partnership, 2002.
[29] R. Sylwester, ``Art for brain-s sake," Educational Leadership, 56(3), pp.
31-35, 1998.
[30] J. Bransford, A. Brown and R. Cocking, How people learn: brain, mind,
experience, and school. National Research Council, Washington, DC:
National Academy Press, 2000.
[31] H. Gardner, Frames of Mind. New York: Basic Books, 1983.
[32] K.A. Hamblen, "Theories and research that support art instruction for
instrumental outcomes," Theory Into Practice, (32)4, pp. 191-198, 1993.
[33a] J. Catterall, Conversation and silence: Transfer of learning through the
arts. Journal for Learning Through the Arts, 1(1), pp. 1-12, 2005.
Available: http://repositories.cdlib.org/clta/lta/vol1/iss1/art1J.
[33b] J. Catterall, "Does experience in the arts boost academic achievement? A
response to Eisner." Art Education, 51(4), pp. 6-11, 1998.
[34] E. Eisner, "Does experience in the arts boost academic achievement?"
Art Education, 51(1), pp. 7-15, 1998.
[35] B. Bloom, "Taxonomy of educational objectives: the classification of
educational goals." Handbook I: Cognitive Domain. New York: David
McKay, 1956.
[36] American Association for the Advancement of Science. Science for all
Americans, 1989. New York: Oxford University Press.
[37] American Association for the Advancement of Science. Benchmarks for
science literacy. New York, New York: Oxford University Press, 1993.
Available: http://www.project2061.org/publications.
[38] R. Barba, Science in the multicultural classroom: A guide to teaching
and learning (2nd ed.). Boston: Allyn and Bacon, 1997.
[39] R. Root-Bernstein, ``For the sake of science, the arts deserve support,"
The Chronicle of Higher Education, p. B6, July 11, 1997.
[40] J. Catterall, R. Chapleau and J. Iwanaga, "Involvement in the arts and
human development: General involvement and intensive involvement in
music and theater arts," In E. Fiske (Ed.), Champions of change: The
impact of the arts on learning, 1999, pp. 1-18. Washington DC: Arts
Education Partnership.
[41] National Center for Education Statistics. Arts instruction of public
school students in the first and third grades, Washington, DC: NCES
Publication No. 2006-099, 2006.
[42] U.S. Department of Education, Office of Elementary and Secondary
Education, No Child Left Behind: A Desktop Reference, Washington,
D.C., 2002.
[43] Center for Science and Mathematics Education, ((January, 2008)
Medicine Wheel Garden. [Online]. Available:
http://www.usm.edu/csme/medicinewheel.html.
[44] The GLOBE Program. (January, 2008) [Online]. Available:
http://www.globe.gov/r/homepage.
[45] National Council of Teachers of Mathematics. Principles and standards
for school mathematics. Reston. VA: NCTM, 2000.
[46] M. Bazin and M. Tamez, Math and Science Across Cultures, Activities
and Investigations from the Exploratorium The New Press, 2002.
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", keywords = "Art education, cross-curriculum instruction, multicultural education, project-based learning, school gardens, task based learning.", volume = "2", number = "4", pages = "422-8", }
