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The impact of environmental education on sense of place among urban youth
Urban environmental education programs shown to improve ecological place meaning
Kudryavtsev, A., Krasny, M., Stedman, R., (2012). The impact of environmental education on sense of place among urban youth. Ecosphere, 3(4),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),Physical education, school physical activity, school sports and academic performance
Allocating time to physical activity in school does not negatively impact academic achievement
Trudeau, F.,, Shephard, R. J., (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(10)Grounds for health: The intersection of green school grounds and health-promoting schools
Green school grounds promote the holistic development and health of children
Bell, A.C., Dyment, J.E., (2008). Grounds for health: The intersection of green school grounds and health-promoting schools. Environmental Education Research, 14(1),Long-term educational programs in nature parks: Characteristics, outcomes and challenges
Long-term nature-based educational programs achieve student satisfaction and conservation awareness despite little tie to curriculum
Morag, O., Tal, T., Rotem-Keren, T., (2013). Long-term educational programs in nature parks: Characteristics, outcomes and challenges. International Journal of Environmental & Science Education, 8(3),Garden-based learning: An experience with “at risk” secondary education students
Garden-based learning associated with improved academic performance and teacher-observed self-confidence and self-esteem in at-risk students
Ruiz-Gallardo, J., Verde, A., Valdes, A., (2013). Garden-based learning: An experience with “at risk” secondary education students. The Journal of Environmental Education, 44(4),Linking student performance in Massachusetts elementary schools with the "greenness" of school surroundings using remote sensing
Exposure to greenness surrounding schools benefits student academic achievement in both Math and English
Wu, C-D., McNeely, E., Cedeño-Laurent, J. G., Pan, W-C., Adamkiewicz, G., Dominici, F., Candice Lung, S-C., Su, H-J., Spengler, J. D., (2014). Linking student performance in Massachusetts elementary schools with the "greenness" of school surroundings using remote sensing. PLOS ONE, 9(10)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),Student performance and high school landscapes: Examining the links
Exposure to nature during school hours is positively associated with high school student performance
Matsuoka, R.H., (2010). Student performance and high school landscapes: Examining the links. Landscape and Urban Planning, 97(4),Using online narratives to explore participant experiences in a residential environmental education program
Blog entries indicated that connection to place, personal growth, and identity were critical aspects of children’s participation in a residential environmental education program.
Ardoin, N.M., DiGiano, M, O'Connor, K., Holthuis, N., (2016). Using online narratives to explore participant experiences in a residential environmental education program. Children's Geographies, 14(3),Nature and health
More research is needed on the population-level health benefits of contact with nature
Hartig, T., Mitchell, R., de Vries, S., Frumkin, H., (2014). Nature and health. Annual Review of Public Health, 35,Exploring the outdoors together: Assessing family learning in environmental education
Family collaboration enhances learning during nature walks
Zimmerman, H. T., McClain, L. R., (2014). Exploring the outdoors together: Assessing family learning in environmental education. Studies in Educational Evaluation, 41(2014),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),The land is my school: Children, history, and the environment in the Canadian province of British Columbia
Archival letters reveal children’s learning from their engagement with the land.
Díaz-Díaz, C., Gleason, M., (2016). The land is my school: Children, history, and the environment in the Canadian province of British Columbia. Childhood, 23(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),Long-term outcomes of an urban farming internship program
Urban farming internship program offers long-term benefits for youth.
Sonti, N.F., Campbell, L.K., Johnson, M.L, Daftary-Steel, S., (2016). Long-term outcomes of an urban farming internship program. Journal of Experiential Education,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),The holistic impact of classroom spaces on learning in specific subjects
Differing elements in and around the classroom impact students’ learning in math, reading, and writing
Barrett, P., Davies, F., Zhang, Y., Barrett, L., (2017). The holistic impact of classroom spaces on learning in specific subjects. Environment and Behavior, 49(4),Bringing nature to schools to promote children’s physical activity
Physical activity in schools will be enhanced when children have more opportunities for engaging with nature-related features
Sharma-Brymer, V., Bland, D., (2016). Bringing nature to schools to promote children’s physical activity. Sports Medicine, 46,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),Weather worlding: Learning with the elements in early childhood
Learning in and with the weather rather than about the weather is proposed as a new approach in early childhood environmental education
Rooney, T., (2018). Weather worlding: Learning with the elements in early childhood. Environmental Education Research, 24(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 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,An Australian perspective of a forest school: Shaping a sense of place to support learning
A forest school approach promotes a sense of self, belonging, and relational connections
Cumming, F., Nash, M., (2015). An Australian perspective of a forest school: Shaping a sense of place to support learning. Journal of Adventure Education and Outdoor Learning, 15(4),Long-term green space exposure and cognition across the life course: A systematic review
Literature review points to association between long-term exposure to green space and cognition
de Keijzer, C., Gascon, M, Nieuwenhuijsen, M.J., Dadvand, P., (2016). Long-term green space exposure and cognition across the life course: A systematic review. Current Environmental Health Reports, 3(4),Green urban landscapes and school-level academic performance
Higher levels of tree canopy are linked to higher school-level reading test scores
Hodson, C.B., Sander, H.A., (2017). Green urban landscapes and school-level academic performance. Landscape and Urban Planning, 160,Children and nature in Tukum Village: Indigenious education and biophilia
Educational experiences of indigenous children promote biophilia and environmental awareness
Profice, C., Santos, G.M., dos Anjos, N.A., (2016). Children and nature in Tukum Village: Indigenious education and biophilia. Journal of Child and Adolescent Behavior, 4(6)Critical caring for people and place
A teacher’s authentic caring played a critical role in how students related to their environmental learning experiences.
Schindel, A., Tolbert, S., (2017). Critical caring for people and place. The Journal of Environmental Education, 48(1),Green inclusion: Biophilia as a necessity
Environmental education promotes the inclusion of children with special needs and addresses their biophilic needs
Stavrianos, A., (2016). Green inclusion: Biophilia as a necessity. British Journal of Special Education, 43(4),Children and nature: Following the trail to environmental attitudes and behavior
Decades of research points to connection between childhood time in nature and environmental attitudes
Wells, N. M., Lekies, K. S., (2012). Children and nature: Following the trail to environmental attitudes and behavior. In: J. Dickinson and R. Bonney (Eds.) Citizen Science: public collaboration in environmental research. Ithaca, NY: Cornell University Press.,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),The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior
Direct nature experiences are important for changing environmental attitudes and behavior
Duerden, M. D., Witt, P. A., (2010). The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior. Journal of Environmental Psychology, 30(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),Biocentric reasoning in children: Implications in science and environmental education
Children express biocentric perspectives despite little exposure to animals in natural areas
Almedia, A., Strecht-Ribeiro, O., Vasconcelos, C., (2011). Biocentric reasoning in children: Implications in science and environmental education. Proceedings of the ESERA 2011 Conference: Science Learning and Citizenship., 8,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),Promoting science outdoor activities for elementary school children: Contributions from a research laboratory
Children enjoy, but could use more practice with, nature-based scientific research
Boaventura, D., Faria, C., Chagas, I., Galvãoc, C., (2013). Promoting science outdoor activities for elementary school children: Contributions from a research laboratory. International Journal of Science Education, 35(5),Effects of integrating garden-based learning and E-learning into life education
Garden-based learning strengthens student's life learning and positive attitudes
Chen, M.L., Lou, S., Shih, R., (2013). Effects of integrating garden-based learning and E-learning into life education. Life Science Journal, 10(2),Moulding urban children towards environmental stewardship: the Table Mountain National Park experience
Participation in short-term nature-based learning activities promotes positive environmental attitudes for urban children
Ferreira, S., (2012). Moulding urban children towards environmental stewardship: the Table Mountain National Park experience. Environmental Education Research, 18(2),Promoting connectedness with nature through environmental education
Age and academic level may predict children's connectedness to nature and the success of environmental education in enhancing connectedness
Lieflander, A., Frohlich, G., Bogner, F. X., Schultz, P. W., (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(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),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),MADE POSSIBLE WITH SUPPORT FROM:
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