Conference poster summarising my doctoral research methods,samples and key findings.Poster sponsored by the Centre for Informal Learning and Schools (CILS)

1. Dawn Sanders email dawn@gardensforlearning.com
Key Question
The lack of a considered and reflective commentary on botanic garden education has had a significant impact upon the visibility of
botanic gardens in educational arenas. This research study considers how botanic gardens are currently exploring a range of
institutional and societal identities, and more specifically, considers the role of botanic gardens in promoting their use for educational
purposes. The key question addressed by the research is: are botanic gardens perceived as environments for learning,
or are they 'walled, stranded arks' with few key holders?
In exploring this question, the study critically examines evolving notions of botanic gardens, with particular reference to their emerging
role in education for children aged between 7 and 11. The research considers both historical and contemporary evidence. Much of the
material for the historical section of the research is drawn from primary sources existing in botanic garden archives or collected from
personal narratives. Three main case-study gardens are considered:
♦ Chelsea Physic Garden, London, UK.
♦ Kirstenbosch Botanical Garden, Cape Town, South Africa
♦ The New York Botanical Garden, New York, USA.
The study explores both learners' impressions of the botanic garden, as well as teachers' notions of the botanic garden as an
educational resource. The contemporary section on learners utilises data originating from a largely qualitative, longitudinal study
conducted by the author of three primary schools which regularly visited the Chelsea Physic Garden in London.
This research study challenges botanic gardens to develop an institutional culture which places the education of children at the heart of
their practice by encouraging dialogue within and beyond the botanic garden community.
Sample
The contemporary sections of the research considered the impressions of 75 children aged from 7 to 11 years of age, from three London
primary schools, who visit the Chelsea Physic Garden, London over a period of five years. Fifteen interviews with teachers in London, Cape
Town and New York were conducted between 1997 and 2000. Interviews with 7 botanic garden staff were conducted in The New York
Botanical Garden, Kirstenbosch Botanical Garden and the University of Oxford Botanic Garden.
Methods
The main method used with the children was the use of ‘impression sheets'. The impression sheets were designed to perform the following
functions:
1. To give learners the opportunity to record personal narratives about the Physic Garden, which could be used by the researcher for case
study material
2. To provide research evidence, which could be quantitatively analysed, on learners' perceptions of visits to botanic gardens and zoos
3. To produce data which could be tested for statistical significance in order to examine key factors such as the impacts of cumulative visits
on pupils' plant knowledge
4. To demonstrate, both in narrative and pictorial form, the range of knowledge about plant diversity and morphology that pupils bring from
their home environment to the botanic garden
5. To demonstrate the range of plants which pupils identify as a 'favourite' choice and within these choices to make observations on
relationships such as gender and plant choice
6. To document children's reflections on their feelings in the Physic Garden
7. To identify where in the garden children consider their favourite places
8. To acknowledge the organisms that impact upon learners' first impressions of the Physic Garden
9. To give some indication as to the type of activities children would like to participate in if given the opportunity for a return visit.
Methods used in the historical research strand :
•documentary analysis
•oral history sources
-archives and grey literature
-semi-structured interviews.
Key Findings include:
•Botanic garden education for children has a long
history containing a rich mixture of pedagogical
The nature of experience or the experience of
role-models nature?
•Teachers and learners value a diversity of pedagogies www.gardensforlearning.com
in the botanic garden environment
•Many gardens still struggle to make a real commitment to an
educational role in ways which permeate the scientific and
horticultural work of the garden. QuickTimeª and a
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are needed to see this picture.