Pollinators play a crucial role in the health of ecosystems and global food systems. Yet, insect populations are declining at alarming rates (e.g., 76% decline in Germany’s flying insect biomass [Hallman et al., 2017]), and one in four native bee species faces extinction (Kopek & Burd, 2017). Since two-thirds of crops depend on insect pollination, these declines pose serious threats to food security and biodiversity (Johnson et al., 2022). Teachers can address these challenges through garden-based learning (GBL), which fosters environmental awareness and provides equitable access to green spaces, particularly for students from underserved communities (Authors, 2022; Schönfelder & Bogner, 2018; Taşçı & Keleş, 2021). This longitudinal study examined the impact of a GBL curriculum on elementary children’s (n=118) bee knowledge, attitudes about nature and bees, and self-efficacy toward environmental action and pollinator conservation across three time points during the academic year. Mixed ANOVA results indicated that students, with and without gardening experience, showed statistically significant improvement in attitudes toward bees (F2,184=5.83, p=0.003, η2=0.06; pre to mid p=0.015; pre to post p=0.006). However, only students with gardening experience had significantly higher scores for bee knowledge (p=0.03), attitudes toward nature (p=0.03), and self-efficacy for environmental action (p=0.004). We found no significant difference in self-efficacy toward pollinator conservation (F1.41,65.06=1.08, p=0.33). These results suggest that a GBL curriculum can enhance students’ environmental understanding and confidence in environmental action, especially when supported by gardening experience. School gardens can empower all students to connect with nature, advocate for ecojustice, and prepare for a sustainable future.

Authors:
Kathy Cabe Trundle, Utah State University, United States
Katherine Vela, Utah State University, United States
Lawrence Krissek, The Ohio State University, United States
Kaitlin Campbell, University of North Carolina, United States
Rita Hagevik, University of North Carolina- Pembroke, United States
Aurora Hughes Villa, Utah State University, United States

About the Presenter(s)
Kathy Cabe Trundle, Professor Early Childhood Science Education, Utah State University. Her current work involves integrating art into STEM learning (STEAM). USDA-NIFA funding allows her to explore school garden-based learning, biodiversity, and sustainability.

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