Seed, Soil, and Shard
Garden-Based Science Education Through the TEK8 Learning Lotus
This is a summary. The full paper is available with complete citations.
Key Findings
The Evidence Base
Mann et al. (2022) conducted the most comprehensive review of nature-specific learning outside the classroom, screening 17,886 records across nine academic databases and including 147 studies from 20 countries.
School gardens showed particular strengths in:
- Self-confidence — reported in 6 studies
- Interpersonal skills — reported in 4 studies
- Wellbeing — reported in 4 studies
- Responsibility — reported in 3 studies
All 8 Petals at Once
A garden simultaneously activates all 8 TEK8 dimensions in a single session:
| Domain | Garden Expression |
|---|---|
| Science | Botany, ecology, soil chemistry, entomology |
| Math | Spacing, yield calculation, seasonal timing |
| Arts | Design, color theory, food presentation |
| Ethics | Resource sharing, pest management, stewardship |
| Social | Cooperative labor, harvest distribution |
| Physical | Digging, carrying, building |
| Emotional | Patience, acceptance of loss, celebration |
| Economic | Cost accounting, seed saving, market gardening |
No classroom subject achieves this kind of multi-domain activation. Gardens do it by default.
Washington State Policy Convergence
Three simultaneous WA state mandates create urgent need for garden-based programs:
- Outdoor School defunding (RCW 28A.300.793)
- Since Time Immemorial curriculum mandate (SB 5433)
- HEAL Act implementation (E2SSB 5141)
TEK8 garden programs satisfy all three through a single, integrated framework.
Full document: Read Full Paper
Preliminary Draft — Open for Review
This paper is a preliminary draft and may contain inaccuracies. The open comment period and collaborative public drafting and review is active for Q1 2026.
All papers will receive updated drafts, including co-authors being added based on engagement and participation in our first cohort at skool.com/7abcs.