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ERIC Number: EJ884679
Record Type: Journal
Publication Date: 2007
Pages: 8
Abstractor: ERIC
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1533-015X
Designed for Learning: Applying "Learning-Informed Design" for Children's Gardens
Wake, Susan J.
Applied Environmental Education and Communication, v6 n1 p31-38 2007
During a fieldstudy of children's gardens in the United States in 2005, the author became aware that possibilities for providing learning experiences in children's gardens are bountiful and different styles are emerging. Anecdotally this appears to be a contested area with some within the discipline favoring a narrower definition of children's gardens that is focused on learning about plants rather than other aspects of nature, or being more play-focused. Yet a clear definition of the construct has so far eluded both academics and practitioners, possibly due to the many different purposes they fulfill and places they may be found (Miller, 2005). Because of its educational focus integrated with design and its inclusiveness, the author proposes the model of learning-informed design could contribute to development of a typology, which Miller (2005) recommends as more appropriate than a definition for the children's garden genre. This article describes this model and uses a children's garden in Auckland, New Zealand as a casestudy to illustrate its use. (Contains 1 figure and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand