Sammendrag
Abstract text
Yard4All is a 3-year Erasmus+ project running from 2020-2023.
In this poster we present a preliminary version of the framework for implementing science inquiry through drawing in a permaculture
school garden, elaborated in the context of the project Yard4All, together with results and experiences from the pilot work that
informed the elaboration of the framework.
“Yard4All is a project focused on bringing together children with special educational needs (SEN) and children without impairment in
a formal and non-formal educational context. Innovative methodologies are offered to enable the success of the learners and
establish a sense of belonging. The main goal is to invest on the qualification of teaching & learning, setting up a network of
inclusive schools and inclusive community organisations. Focus activities include teacher capacity building and communities of
practice. The project is a cooperation between 3 schools, 2 universities, 3 NGOs, 1 foundation and 1 enterprise, and will be
implemented in 6 schools across Europe.” (https://www.yard4all-project.org/). Central to the project is building an alternative
learning arena - the school garden - in an ecological way, using permaculture principles. This arena is meant to be an
innovative/entrepreneurial and creative space for all pupils, in strong interaction with teacher, parents, and the local communities. A
guide for establishing accessible permaculture gardens in schools was elaborated and a staff training action (digital) complemented
the guide with hands-on knowledge and introductory training on drawing to learn science.
Norwegian University of Science and Technology (NTNU) is responsible for one of the modules in the project focusing on combining
drawing and science inquiry, together with Agrupamento de Escolas D. Carlos I (AEDCI) in Sintra. This module aims at elaborating a
“Guide for developing science concepts in the permaculture school garden” at the end of the project. A framework for implementing
science inquiry by drawing, was elaborated as a working document and a first step towards the development of activities that will
stimulate the use of drawing for learning science, for all children. The framework is based on pilot work at AECDI and will be further
refined through piloting by participating schools and combination with peer-to-peer support models. Drawing, seen as process
rather than a product, could be used for several purposes: perception, communication, invention, and action (Adams, 2017). Drawing
can help in reasoning processes (Tytler et al. 2020) by linking internal world of memories, thoughts, dreams, and desires with the
exterior world experienced through the senses. This connection is essential for making science learning relevant and for creating a
link between perception and cognition (Adams, 2009; Binder, 2017). Through drawing the pupils will develop a wide range of skills,
from theoretical via physical to emotional. While literature documenting the positive effects of drawing in science learning is
abundant, there is a lack of knowledge on what is effective instruction in drawing-to-learn (Cromley et al., 2020) also explicitly
regarding pupils with SEN.
The guide is planned to be used in connection with permaculture (ecological) school gardens, is based on general guidelines for
effective sociocultural and inquiry-based science learning, and includes indications on:
· materials and spaces
· how to organize the work
· types of inquiry to work with (observing over time, identifying, and classifying, pattern seeking, research, fair testing)
· types of drawing (observation, planning, imagination, collaboration)
· examples of science phenomena to draw (for example germination),
· examples of objects to draw (specific specie, anatomical part of plant)
· examples of abiotic factors to draw (“temperature”, sun, wind)
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