Authentic Project-based Learning in Science (Urban Farms & Tyre Gardens as Mindtools)

New Zealand North Island: Problem-based learning (PBL) is a student-centered pedagogical approach that can hook students into science. In this session, Sutapa Mukund will explain how PBL allows students to explore real-world authentic problems. The problem often drives the learning process as learners are motivated to think about various solutions to the problem. To solve the problem, students are encouraged to work in collaboration with others such as in building and maintaining a communal garden within a school campus. This allows learners to share diverse skills within a team environment. PBL ties in well with project-based forms of learning as learners often work over extended periods of time on a specific project to either solve a problem or design an outcome like a tyre garden, hanging gardens, or hydroponics units. Both problem- and project-based learning approaches are intertwined and encourage learners to master 21st-century skills towards future-focused learning. These approaches allow learners to be bold and curious while challenging them to move outside their comfort zones and adapt to a rapidly changing world. Her chapter in the new book, Transformative Teaching Around the World Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy, edited by Curt Bonk and Meina Zhu, offers a snapshot of both these approaches in a science context.

New Zealand South Island: An Urban Concept Farm was established at a Years 7 to 13 college in the city of Dunedin, New Zealand. In this session, the teacher driving the Farm’s establishment and learning programme, Simon McMillan, will detail his development as an educator and the bases for why the Farm has been created. Project-based learning and applied learning in different contexts have seen success in student motivation and engagement. As detailed in this literally ground-breaking chapter in the new book, 

Transformative Teaching Around the World

, this approach also provided the chance for metacognitive experiences to flourish. Moreover, the success of the Urban Concept Farm space underscores the need to challenge how learning traditionally happens in schools. A recent 

article

 by Sharon Fowler in Daily Encourager (March 1, 2022), “

Urban farm reaps active rewards

,” details the program and its successes.

Join the conversation at silverliningforlearning.org