Beyond Traditional Classrooms: A Model Greenhouse as an Alternative Learning Space for Agricultural Education

Description

Traditional agricultural education relies heavily on classroom-based instruction, limiting hands-on learning and practical skill development. This capstone project explores the integration of alternative learning spaces through the establishment of a model greenhouse as an experiential learning environment. Grounded in experiential learning theory (Kolb, 1984) and constructivist principles (Piaget, 1970; Vygotsky, 1978), the project examines how activity-based learning enhances student engagement, knowledge retention, and competency in sustainable agriculture and agribusiness.

The greenhouse serves as a dynamic, student-centered space incorporating sustainable technologies such as rainwater harvesting, solar energy, and smart irrigation. The curriculum blends theoretical instruction with hands-on activities in soil analysis, crop management, and agribusiness simulations. Evaluation through surveys, observations, and interviews confirms the effectiveness of alternative learning spaces in improving student motivation and technical skills. This project highlights the potential of experiential learning in agricultural education and advocates for expanding greenhouse-based learning models in schools.

Student Biography

I am from Sri Lanka and work as a teacher in a government-owned state institution of higher learning. Over the past nine years, I have actively shared my knowledge and encouraged high school students to use their creativity in the fields of biosystem technology (BST) and agricultural science. My professional and academic objectives both include finding a stress-free learning atmosphere with student-friendly teaching methods.