The school garden, a setting for learning and developing critical thinking

Abstract

The following text raises the importance of the school garden as a setting for the promotion of critical thinking in the multi-grade school since it is a significant learning space for students because it relates their daily knowledge with school knowledge, where relationships are generated by caring for the environment and themselves. In the same way, it allows collaborative work between them, changes in teacher practices from their methodologies such as their way of evaluating, taking into account learning styles and building a different relationship between parents and the school. To carry out this proposal, a qualitative approach is used to describe critical thinking and its promotion in students from Creation, interpreting and experimenting based on the See-Think-Ask thinking routine as a tool for constructing thought. Finally, it is inferred how this type of work in the school garden in the multi-grade school is valuable because students share their knowledge with their peers based on the diversity found in this context. In addition, the school garden allows a scenario where they can work on various school knowledge and the importance of the systematization of pedagogical processes as an exercise in reflection on teaching work.