Science Learning from the School Garden through Participatory Action Research in Nepal

Nepal's NORHED/Rupantaran project designed and developed participatory action research through school gardening. This study explored the ways for community schools, science teachers basic level (grade five to eight) students foster a sense of agency in curriculum life-based experiential learning. Qualitative design on thematic verbatim methods are used collect analyze data this study. The findings show that gardening activities helpful productive teaching evidence from experiences actual settings would provide new insights policymakers transform curriculum. Further, collaborative knowledge production contextual environment, often neglected implications could contribute policy-level discussions about teachers' professional development.