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<p>School Monarch gardens are distinct because of their dual purpose: contributing to Monarch and pollinator conservation while providing hands-on STEM-based educational opportunities within Kindergarten−12 education. Understanding how students in different school types and grades comprehend the habitat resources Monarchs and other pollinators need is crucial to ensuring these gardens function as effective educational tools. From 2021−2024, eleven schools in the Oklahoma City Metropolitan Area, Oklahoma, USA participated in a pre–post drawing assessment study to quantitatively evaluate changes in student understandings of Monarch butterfly and pollinator habitat resources. Students drew a garden that is good for bees and butterflies before and after a Monarch garden was installed at their school. Drawings were scored using a rubric across multiple quantitative criteria, and changes in scores were analyzed using ANOVA and t-tests. A total of 193 paired pre- and post-garden drawings were submitted from four private, nature-based schools and seven public schools. All criteria increased in post-garden drawings, with the largest change observed in the variety/number of flowering plants. Nature-based and public schools scored similarly across most criteria, except that nature-based schools included greater numbers/varieties of insects. While all grade levels demonstrated gains in understanding pollinator needs, scores varied by grade on specific criteria, reflecting differences in curriculum and learning objectives. Overall, Monarch school gardens enhanced student understandings of the habitat resources pollinators require, demonstrating that gardens can be effective tools for ecological education and early engagement in pollinator conservation.</p>

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Student drawings reflect greater plant and insect diversity after schools install monarch butterfly gardens

  • 期刊论文

  • 发表日期：

    2026年3月27日

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  • Emily A. Geest,
  • Lilianna C. Peppers,
  • Rebecca J. Snyder

摘要

School Monarch gardens are distinct because of their dual purpose: contributing to Monarch and pollinator conservation while providing hands-on STEM-based educational opportunities within Kindergarten−12 education. Understanding how students in different school types and grades comprehend the habitat resources Monarchs and other pollinators need is crucial to ensuring these gardens function as effective educational tools. From 2021−2024, eleven schools in the Oklahoma City Metropolitan Area, Oklahoma, USA participated in a pre–post drawing assessment study to quantitatively evaluate changes in student understandings of Monarch butterfly and pollinator habitat resources. Students drew a garden that is good for bees and butterflies before and after a Monarch garden was installed at their school. Drawings were scored using a rubric across multiple quantitative criteria, and changes in scores were analyzed using ANOVA and t-tests. A total of 193 paired pre- and post-garden drawings were submitted from four private, nature-based schools and seven public schools. All criteria increased in post-garden drawings, with the largest change observed in the variety/number of flowering plants. Nature-based and public schools scored similarly across most criteria, except that nature-based schools included greater numbers/varieties of insects. While all grade levels demonstrated gains in understanding pollinator needs, scores varied by grade on specific criteria, reflecting differences in curriculum and learning objectives. Overall, Monarch school gardens enhanced student understandings of the habitat resources pollinators require, demonstrating that gardens can be effective tools for ecological education and early engagement in pollinator conservation.