‘학교 텃밭 가꾸기’ 수업의 의미 탐색: 노마드 중학교 기술 ‧ 가정 수업 사례를 중심으로

Abstract

The purpose of this study was to examine the case of running a garden in connection with middle school Technology and Home-economics subject from an insider perspective, how the garden-linked classes were conducted, and what educational meaning and representation it served as for teachers and students. To this end, garden activities were conducted for four semesters from March 2022 to November 2023 with all students of Nomad Middle School, and participation observations, student interviews, class product, and related data were collected and qualitatively analyzed. As a result of the study, first, Nomad Middle School’s garden-linked technology and home-economics classes were operated under the theme of “From Seeds to Table,” and were organized so that students could experience the entire process of crops from seeds to table. Typically, in the first semester, planting crops such as potatoes and lettuce, food literacy reading discussion activities, cooking practice, and crop observation diary records were operated. In the second semester, planting cabbage and radish, making kimchi, sharing kimchi cabbage, and writing essays on garden activities were operated. Second, the educational meanings of the school garden-linked class experience for teachers and students were interpreted as “awareness of nature,” “recognition of the value of hard but rewarding work,” “reflection on eating habits,” “not being alienated from the crop cultivation process,” “emotional stability through activities together,” and “a place for technological problem solving.” The results of this study can understand specific aspects of how garden-linked classes were operated in middle school technology and Home-economics subject departments, and will contribute to providing implications for the direction of garden-linked classes from the perspective of educational education.