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A garden-based science curriculum (Junior Master Gardener) was introduced into public elementary schools as an informal education program conducted by Master Gardener volunteers and service-learning university students. The program was held once a week for 2 hours during regular school hours with fifth grade classes. The service-learning students were enrolled in a senior level horticultural science education class. Students were surveyed pre- and post-program with the Science Teacher Efficacy Belief Instrument (STEBI-B, preservice), a background survey instrument, and weekly journals. There were significant differences in the students' perceived teaching efficacy pre- and post-program. Most of the student's STEBI scores either remained the same or increased over the semester. Overall, the service-learning college students had very positive responses to their experiences as teachers and mentors in public elementary schools. In addition, the students were able to use their horticultural skills and knowledge and they also gained an appreciation for the teaching profession.

Service-learning Horticulture Students Benefit through Hands-on Science Activities with Elementary School Students