CHINESE researchers have recently discovered that school gardens with plentiful natural components can foster a love of nature and reduce study-related stress in primary school children. In a study published in the journal People and Nature, researchers from the Xishuangbanna Tropical Botanical Garden (XTBG) of the Chinese Academy of Sciences examined the impact of natural observation and inquiry-based learning activities in a school garden on children’s interest in nature. The study took place at a primary school in Xishuangbanna in Southwest China’s Yunnan Province, with 24 fourth-grade students participating in weekly 40-minute activities over a semester. Activities were divided into three treatments: natural observation with assigned tasks, natural observation with open-ended tasks, and inquiry-based activities. The participants maintained individual portfolios, consisting of questionnaires, nature journals, observation descriptions, and interviews, which were analyzed to categorize children into those with initiated interest, enhanced interest, and no significant change. After four months, the study found that over two-thirds of the students demonstrated either initiated or enhanced interest in nature, indicating a generally positive outcome. Qualitative data analysis revealed that novelty, scaffolding, autonomy, and social interaction were crucial factors in developing interest among the children. The study highlighted the unique and safe environment of the school garden as significant in stimulating children’s curiosity about the creatures within it. It also emphasized the role of teacher support in nurturing the children’s interest in nature through exploration and independent learning. The researchers suggested that school gardens offer potential solutions to counteract the current trend of children spending more time with screens and less time in nature. Chen Jin, a researcher at XTBG, recommended implementing mini botanical gardens and club activities in schools to bridge formal and informal education as a promising approach to cultivating children’s interest in nature, especially during the critical developmental stage of 9 to 11 years of age. (Xinhua) | 