School gardens and biofertilization as a strategy towards climate change mitigation and adaptation in Costa Rica
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1 juillet 2021
- handle: 10670/1.cu16bt
Ce document est lié à :
10.15517/isucr.v22i45.42510
info:eu-repo/semantics/openAccess
Mots-clés
Education for sustainable development Environmental conservation Science education Global commons Resources conservation Urban planningSujets proches
Primary education Development, Sustainable Sustainable economic development Sustainable development--Environmental aspects Economic sustainability Economic development, Sustainable ESD (Ecologically sustainable development) Smart growth Ecologically sustainable development School life Students--Education Pupils Student life and customs Military strategy Scientific education Science education Children--Education (Primary) Primary education Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource development Climatic changes--Environmental aspects Global climate changes Climate change Climatic change Climate variations Climate changes Global climatic changes Changes, Climatic Climatic variations Climatic fluctuations Urban planning Cities and towns--Planning Land use, Urban--Planning Urban development Redevelopment, Urban Land use, Urban--Management Slum clearance Civic planning Model cities Urban design City planning--Government policy Town planning Mitigation of climate change Climatic changes--Mitigation Climatic mitigation Climate mitigation Commons, GlobalCiter ce document
Carlos Rojas et al., « School gardens and biofertilization as a strategy towards climate change mitigation and adaptation in Costa Rica », InterSedes, ID : 10670/1.cu16bt
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Résumé
School gardens are important for the conceptual integration of topics such as climate change. Using a biofertilization experiment in a school garden, we evaluated four experimental treatments and the student knowledge to some sustainable practices. Solid biofertilization was more effective than liquid treatments. The effect of the garden establishment was positive on the knowledge demonstrated by students. Similar activities are recommended in the context of primary education in Costa Rica.