Abstract This article reports on a qualitative investigation of Australian, grade 4 primary (elementary) school children’s reflections on their learning in a year-long kitchen garden program. Focus group interviews, journal collection, and observations were conducted with three cohorts of students (age 9–11 years) to give insight into whether kitchen garden programs can assist with connecting children to nature and developing ecoliteracy. Findings suggested that frequent visits by the children to the garden assisted with building familiarity and ownership of the garden. This intimacy with the garden created the basis for perceptive observations on changes to the plants and animals in the garden, increased empathy with living creatures, and built interest in the natural environment. Some children also discovered complex interconnections and noted their actions could affect the health of the environment. Facilitated, reflective discussion enabled the primary aged students to explicate their increased engagement with and concern for nature. It is contended that, over time, immersion in transdisciplinary kitchen garden learning experiences can develop students’ ecoliteracy.

中文翻译：

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厨房花园中的跨学科学习：与自然联系并构建生态素养之路？

摘要 本文报道了一项定性调查，对澳大利亚四年级小学（小学）儿童在为期一年的厨房花园课程中的学习反思进行了报道。对三组学生（9-11 岁）进行了焦点小组访谈、期刊收集和观察，以深入了解菜园计划是否有助于将儿童与自然联系起来并培养生态素养。调查结果表明，孩子们经常去花园有助于建立对花园的熟悉度和所有权。与花园的这种亲密关系为对花园中动植物变化的敏锐观察、增加对生物的同情心以及对自然环境的兴趣奠定了基础。一些孩子还发现了复杂的相互联系，并指出他们的行为可能会影响环境的健康。促进、反思的讨论使小学生能够解释他们对自然的更多参与和关注。有人认为，随着时间的推移，沉浸在跨学科的厨房花园学习体验中可以培养学生的生态素养。