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The effects of school gardens on children’s science knowledge: A randomized controlled trial of low-income elementary schools
A school garden intervention – consisting of both garden-related lessons and gardening activities – had a positive effect on children’s knowledge of plant science and nutritional science
Wells, N.M., Myers, B.M., Todd, L.E., Barale, K., Gaolach, B., Ferenz, G., Aitken, M., Henderson, C.R., Tse, C., Pattison, K.O., Taylor, C., Connerly, L., Carson, J.B., Gensemer, A.Z., Franz, N.K., (2015). The effects of school gardens on children’s science knowledge: A randomized controlled trial of low-income elementary schools. International Journal of Science Education, 37(17),Adolescent learning in the zoo: Embedding a non-formal learning environment to teach formal aspects of vertebrate biology
Zoo visits with guided instruction increase student learning
Randler, C., Kummer, B., Wilhelm, C., (2012). Adolescent learning in the zoo: Embedding a non-formal learning environment to teach formal aspects of vertebrate biology. Journal of Science Education and Technology, 21(3),Intergenerational learning at a nature center: Families using prior experiences and participation frameworks to understand raptors
Informal learning enhances intergenerational nature-based experiences
Zimmerman, H. T., McClain, L. R., (2014). Intergenerational learning at a nature center: Families using prior experiences and participation frameworks to understand raptors. Environmental Education Research, 20(2),Assessing learning in the outdoors with the field trip in natural environments (FiNE) framework
Field trip in natural environments (FiNE) framework offers means to plan and assess nature-based educational trips
Morag, O., Tal, T., (2012). Assessing learning in the outdoors with the field trip in natural environments (FiNE) framework. International Journal of Science Education, 34(5),Environmental, institutional, and demographic predictors of environmental literacy among middle school children
Quality environmental educational programming, time outdoors, and teacher training predict environmental literacy
Stevenson, K. T., Peterson, M. N., Bondell, H. D., Mertig, A. G., Moore, S. E., (2013). Environmental, institutional, and demographic predictors of environmental literacy among middle school children. PLOS One, 8(3),Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010
Garden and green space learning improves educational outcomes
Williams, D. R., Dixon, P. S., (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research,School gardens enhance academic performance and dietary outcomes in children
Garden-based learning can positively impact academic performance and promote fruit and vegetable consumption
Berezowitz, C.K., Yoder, A.B.B., Scholler, D.A., (2015). School gardens enhance academic performance and dietary outcomes in children. Journal of School Health, 85(8),Outdoor education and science achievement
Outdoor learning experiences can promote science content knowledge and positive environmental attitudes
Rios, J.M., Brewer, J., (2014). Outdoor education and science achievement. Applied Environmental Education & Communication, 13(4),The place of outdoor play in a school community: A case study of recess values
Children develop a sense of competence playing in the woods
Stanley, E., (2011). The place of outdoor play in a school community: A case study of recess values. Children, Youth and Environments, 21(1),The influence of the neighborhood physical environment on early child health and development: A review and call for research
Research shows a positive association between neighborhood physical environment and early child health and development
Christian, H., Zubrick, S.R., Foster, S., Giles-Corti, B., Bill, F., Wood, L., Knuiman, M., Brinkman, S., Houghton, S., Boruff, B., (2015). The influence of the neighborhood physical environment on early child health and development: A review and call for research. Health & Place, 33,The BaRK (Building Reading Confidence for Kids) canine assisted reading program: One child's experience
Canine-assisted literacy program increases student reading engagement, improving student academic performance in both reading accuracy and comprehension
Fisher, B., Cozens, M., (2014). The BaRK (Building Reading Confidence for Kids) canine assisted reading program: One child's experience. Literacy Learning: The Middle Years, 22(1),Encouraging play in the natural environment: A child-focused case study of forest school
Forest school nature play offers multiple benefits for six and seven year old children
Ridgers, N., Knowles, Z., Sayers, J., (2012). Encouraging play in the natural environment: A child-focused case study of forest school. Children's Geographies, 10(1),The benefits of children's engagement with nature: A systematic literature review
Playful styles of nature engagement yield multiple benefits for children
Gill, T., (2014). The benefits of children's engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2),Community garden: A bridging program between formal and informal learning
Community gardening activities promote relational methods of learning, community development, environmental activism, and cultural integration.
Datta, R., (2016). Community garden: A bridging program between formal and informal learning. Cogent Education, 3(1)Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places
Researcher finds no contradiction between environmental learning and taking children outdoors to play freely in natural environments
Jørgensen, K-A., (2016). Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research, 22(8),Literacy and arts-integrated science lessons engage urban elementary students in exploring environmental issues
An integrated environmental protection unit helps students become more aware of environmental issues and solutions youth can implement.
Gray, P., Elser, C.F., Klein, J.L., Rule, A.C., (2016). Literacy and arts-integrated science lessons engage urban elementary students in exploring environmental issues. Science Education International, 27(1),Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole
The Danish udeskole is more integrated in the national educational system than are Forest Schools in England
Waite, S., Bolling, M., Bensten, P., (2016). Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. Environmental Education Research, 22(6),Nature by default in early childhood education for sustainability
Early childhood education for sustainability calls for more meaningful engagement of children with nature.
Elliott, S., Young, T., (2016). Nature by default in early childhood education for sustainability. Australian Journal of Environmental Education, 32(1),Direct experience with nature and the development of biological knowledge
Informal, direct exposure to nature fosters the development of biological knowledge in children
Longbottom, S.E., Slaughter, V., (2016). Direct experience with nature and the development of biological knowledge. Early Education and DevelopmentYoung people’s cognitive achievement as fostered by hands-on-centred environmental education
Direct experiences with nature and hands-on follow-up activities can foster students’ cognitive achievement
Dieser, O., Bogner, F.X., (2016). Young people’s cognitive achievement as fostered by hands-on-centred environmental education. Environmental Education Research, 22(7),Young students’ aesthetic experiences and meaning-making processes in an outdoor environmental school practice
Aesthetic experiences play a vital role in meaning-making processes in outdoor learning
Manni, A., Ottander, C., Sporre, K., (2016). Young students’ aesthetic experiences and meaning-making processes in an outdoor environmental school practice. Journal of Adventure Education and Outdoor LearningFamily learning outdoors: Guided participation on a nature walk
Study suggests adopting an expanded view of what counts as an informal science learning institution
Zimmerman, H.T., McClain, L.R., (2016). Family learning outdoors: Guided participation on a nature walk. Journal of Research in Science Teaching, 53(6),Social justice, place, and equitable science education: Broadening urban students’ opportunities to learn
Equitable science instruction increases minority students’ science knowledge and interest
Leonard, J., Chamberlin, S.A., Johnson, J.B., Verma, G., (2016). Social justice, place, and equitable science education: Broadening urban students’ opportunities to learn. Urban Review, 48,The impacts of outdoor learning activities on children's self development
Study from Indonesia indicates that outdoor learning has a positive impact on young children’s development
Sari, A.N.I., (2016). The impacts of outdoor learning activities on children's self development. ELT Perspective, 4(1),Going, doing, gardening: School gardens in the underrepresented communities of LakeWorth, Palm Springs, and Greenacres, Florida
Garden programs positively influenced students’ and teachers’ lives in an impoverished community
Wagenfeld, A., Whitfield, E., (2015). Going, doing, gardening: School gardens in the underrepresented communities of LakeWorth, Palm Springs, and Greenacres, Florida. Children, Youth and Environments, 25(1),The Youth Leading Environmental Change project: A mixed-method longitudinal study across six countries
An environmental justice framework can be an effective way to create motivation for action and help youth better understand the complexity of global climate change and sustainability
Riemer, M., Voorhees, C., Dittmer, L., Alisat, S., Alam, N., Sayal, R., Bidisha, S.H., De Souza, A., Lynes, J., Metternich, A., Mugagga, F., Schweizer-Ries, P., (2016). The Youth Leading Environmental Change project: A mixed-method longitudinal study across six countries. Ecopsychology, 8(3),Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study
Play in natural environments can strengthen a child’s ecological identity and lead to environmentally responsible behaviors
Wight, R.A., Kloos, H., Maltbiec, C.V., Carr, V.W., (2016). Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study. Environmental Education Research, 22(4)The impact of a therapy dog program on children’s reading skills and attitudes toward reading
Qualitative and quantitative data support the use of dog-assisted reading programs
Kirnan, J., Siminerio, S., Wong, Z., (2016). The impact of a therapy dog program on children’s reading skills and attitudes toward reading. Early Childhood Education Journal, 44,Young children’s ideas about environment: Perspectives from three early childhood educational settings
Study finds environmental sustainability education effective with young children
Madden, L., Liang, J., (2017). Young children’s ideas about environment: Perspectives from three early childhood educational settings. Environmental Education Research, 23(8),The green bean has to be longer than your thumb: An observational study of preschoolers’ math and science experiences in a garden
Gardening with young children supports mathematical and scientific thinking, ecological awareness, and emotional connections to nature
Vandermaas - Peeler, M., McClain, C., (2015). The green bean has to be longer than your thumb: An observational study of preschoolers’ math and science experiences in a garden. International Journal of Early Childhood Environmental Education, 3(1)School grounds as a resource of green space to increase child-plant contact
School grounds have potential for, but are currently underutilized as, resources for child-plant interaction
Akoumianaki-Ioannidou, A., Paraskevopoulou, A.T., Tachou, V., (2016). School grounds as a resource of green space to increase child-plant contact. Urban Forestry & Urban Greening, 20(1),The relationship of childhood upbringing and university degree program to environmental identity: Experience in nature matters
Nature experiences are critical for forming environmental identity, which influences choice of area of study
Prevot, A-C., Clayton, S., Mathevet, R., (2016). The relationship of childhood upbringing and university degree program to environmental identity: Experience in nature matters. Environmental Education Research,Opening garden gates: Teachers make meaning of school gardens in Havana and Philadelphia
Teachers in Havana and Philadelphia use opportunities through schools and the social context to legitimate marginalized garden-based learning
Bucher, K., (2017). Opening garden gates: Teachers make meaning of school gardens in Havana and Philadelphia. Teaching and Teacher Education, 63,Ecological literacy - Preparing children for the twenty-first century
Playful activities promote the development of ecological literacy in young children
de Brito Miranda, A.C., Jófili, Z., dos Anjos Carneiro-Leão, A.M., (2017). Ecological literacy - Preparing children for the twenty-first century. Early Child Development and Care, 187(2),Tomorrow's leaders and today's agents of change? Children, sustainability education and environmental governance
Engaging children as “agents of change” for the environment should be based on a consideration of structural and relational dimensions of environmental knowledge transmission
Walker, C., (2017). Tomorrow's leaders and today's agents of change? Children, sustainability education and environmental governance. Children & Society, 31,An ethnographic comparison of real and virtual reality field trips to Trillium Trail: The salamander find as a salient event
Real field trips provide better overall learning environments than virtual field trips
Harrington, M. C. R., (2009). An ethnographic comparison of real and virtual reality field trips to Trillium Trail: The salamander find as a salient event. Children, Youth and Environments, 19(1),Childhood development and access to nature: A new direction for environmental inequality research
Research is needed to understand whether and why inequalities exist in terms of children's exposure to toxic pollutants, nature, and green space
Strife, S., Downey, L., (2009). Childhood development and access to nature: A new direction for environmental inequality research. Organization & Environment, 22(1),The child in the garden: An evaluative review of the benefits of school gardening
School gardens positively impact children's learning and behavior
Blair, D., (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education, 40(2),Children's relationship to plants among primary school children in Finland
Children's interest and relationship to nature and vegetation varies by context (urban vs. rural) and gender
Laaksoharju, T., Rappe, E., (2010). Children's relationship to plants among primary school children in Finland. HortTechnology, 20(4),Biodiverse or barren school grounds: Their effects on children
Green schoolyards provide rich play environments
Samborski, S., (2010). Biodiverse or barren school grounds: Their effects on children. Children, Youth and Environments, 20(2),Influence of limitedly visible leafy indoor plants on the psychology, behavior, and health of students at a junior high school in Taiwan
Plants in classrooms benefit students' emotions, behavior, and health
Han, K. T., (2009). Influence of limitedly visible leafy indoor plants on the psychology, behavior, and health of students at a junior high school in Taiwan. Environment and Behavior, 41(5),Experience in local urban wildlife research enhances a conservation education programme with school children
Nature-based experiences with academic mentors in urban environments enhances students' awareness and interest
Awasthy, M., Popovic, A. Z., Linklater, W. L., (2012). Experience in local urban wildlife research enhances a conservation education programme with school children. Pacific Conservation Biology, 18(1),The nature of udeskole: Outdoor learning theory and practice in Danish schools
Outdoor education in the context of Danish "udeskole" provides insights into best practices and practical challenges
Bensten, P., Jensen, F. S., (2012). The nature of udeskole: Outdoor learning theory and practice in Danish schools. Journal of Adventure Education and Outdoor Learning, 12(3),Use of the outdoor classroom and nature-study to support science and literacy learning: A narrative case study of a third-grade classroom
Nature provides a meaningful context for integrated science and literacy learning and contributes to student achievement on standardized tests
Eick, C. J., (2012). Use of the outdoor classroom and nature-study to support science and literacy learning: A narrative case study of a third-grade classroom. Journal of Science Teacher Education, 23(7),Urban environmental education: Leveraging technology and ecology to engage students in studying the environment
Science self-efficacy and environmental stewardship of high school students improved through participation in an intensive summer urban ecology program
Barnett, M., Vaughn, M., Strauss, E., Cotter, L., (2011). Urban environmental education: Leveraging technology and ecology to engage students in studying the environment. International Research in Geographical and Environmental Education, 20(3),The REAL team: A cooperative student training program in rapid ecological assessment
Ecological internship program is model for valuable educational and work experience
Farnsworth, E. J., Holsinger, K. E., Mehrhoff, L. J., Murray, N., Preston, J., Silander, J. A., (2001). The REAL team: A cooperative student training program in rapid ecological assessment. BioScience, 51(10),Role of internship in higher education in environmental sciences
Environmental science internships are complementary to university education
Scholz, R. W., Steiner, R., Hansmann, R., (2004). Role of internship in higher education in environmental sciences. Journal of Research in Science Teaching, 41(1),Adult learning meets the green economy: Lessons from a green jobs education project
Adult education for green jobs is successful, but basic skills are a prerequisite
Wagner, C., (2013). Adult learning meets the green economy: Lessons from a green jobs education project. Adult Learning, 24(1),A comparative study of the impacts and students' perceptions of indoor and outdoor learning in the science classroom
Outdoor learning complements indoor learning by improving student performance and increasing student participation and enjoyment in science learning activities
Dhanapal, S., Lim, C. C. Y., (2013). A comparative study of the impacts and students' perceptions of indoor and outdoor learning in the science classroom. Asia-Pacific Forum on Science Learning and Teaching, 14(2),MADE POSSIBLE WITH SUPPORT FROM:
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