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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),A post-occupancy study of nature-based outdoor classrooms in early childhood settings
Nature-based outdoor classrooms enhance children's learning, behavior and developmental outcomes
Dennis, Jr. S. F., Wells, A., Bishop, C., (2014). A post-occupancy study of nature-based outdoor classrooms in early childhood settings. Children, Youth and Environments, 24(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),Changing spaces, changing relationships: The positive impact of learning out of doors
Outdoor learning influences teacher attitudes as well as student behavior and engagement with learning
Scott, G., Colquhoun, D., (2013). Changing spaces, changing relationships: The positive impact of learning out of doors. Australian Journal of Outdoor Education, 17(1),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,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),Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues
Screen-time significantly impacts adolescents' ability to assess face-to-face nonverbal social and emotional cues
Uhls, Y. T., Michikyan, M., Morris, J., Garcia, D., Small, G. W., Zgourou, E., Greenfield, P. M., (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior, 39,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)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),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),Creating an early childhood nature-based play space—A success story
Adult learning theories explain childcare center director's motivation to act on schoolyard greening professional development
Munroe, E., (2013). Creating an early childhood nature-based play space—A success story. LEARNing Landscapes, 7(1),Participatory landscape design Detroit: A tool for environmental education and action
Student leadership in school yard revitalization is tied to increased student knowledge, perceived efficacy and positive design outcomes
Bartlett, M., (2014). Participatory landscape design Detroit: A tool for environmental education and action. Michigan Journal of Sustainability, 2,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),The restorative effects of redesigning the schoolyard: A multi-methodological, quasi-experimental study in rural Austrian middle schools
Greening of a schoolyard results in improved well-being and diminished physiological stress
Kelz, C., Evans, G. W., Röderer, K., (2013). The restorative effects of redesigning the schoolyard: A multi-methodological, quasi-experimental study in rural Austrian middle schools. Environment and Behavior, 47(2),Growing minds: The effects of a one-year school garden program on six constructs of life skills of elementary school children
School garden program positively influenced development of skills in teamwork and self-understanding
Robinson, C.W., Zajicek, J.M., (2005). Growing minds: The effects of a one-year school garden program on six constructs of life skills of elementary school children. HortTechnology, 15(3),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),The schoolyard habitat movement: What it is and why children need it
Schoolyard habitat projects bring natural benefits to school and students
Rivkin, M., (1997). The schoolyard habitat movement: What it is and why children need it. Early Childhood Education Journal, 25(1),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 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),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)Nature playscapes as contexts for fostering self-determination
Nature playscapes encourage creativity, problem-solving and self-determination
Kochanowski, L., Carr, V., (2014). Nature playscapes as contexts for fostering self-determination. Children, Youth and Environments, 24(2),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),Nature as a moderator of stress in urban children
Nearby nature helps children cope with adversity
Corraliza, J.A., Collado, S., Bethelmy, L., (2012). Nature as a moderator of stress in urban children. Social and Behavioral Sciences, 38,Unruly children in unbounded spaces: School-based nature experiences for urban learning disabled young people in Greater Manchester, UK
Attempts to mitigate perceived risk result in education and leisure opportunities that are highly structured and supervised for students with disabilities
von Benzon, N., (2017). Unruly children in unbounded spaces: School-based nature experiences for urban learning disabled young people in Greater Manchester, UK. Journal of Rural Studies, 51,Playground development in Papua New Guinea: Creating new play, learning and research environments
A new, culturally appropriate and locally-sourced playground provides a safe, stimulating environment for play, learning and research
Simoncini, K., Carr, V., Elliott, S., Manson, E., Simeon, L., Sawi, J., (2016). Playground development in Papua New Guinea: Creating new play, learning and research environments. Children, Youth and Environments, 26(1),The feasibility of school gardens as an educational approach in Greece: A survey of Greek schools
Study supports the feasibility of school gardens as an educational approach in Greece
Plaka, V., Skanavis, C., (2016). The feasibility of school gardens as an educational approach in Greece: A survey of Greek schools. International Journal of Innovation and Sustainable Development, 10(2),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),Infant and toddler responses to a redesign of their childcare outdoor play space
The greening of an outdoor playspace led to an increase in the variety and level of infants’ and toddlers’ movement and physical activity
Morrissey, A-M, Scott, C., Wishart, L., (2015). Infant and toddler responses to a redesign of their childcare outdoor play space. Children, Youth & Environments, 25(1),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),Increased provision of udeskole in Danish schools: An updated national population survey
National survey update shows an increase in udeskole (outdoor learning) in Denmark schools
Barford, K., Ejbye-Ernst, N., Mygind, L., Bentsen, P., (2016). Increased provision of udeskole in Danish schools: An updated national population survey. Urban Forestry & Urban Greening, 20(1),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),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),MADE POSSIBLE WITH SUPPORT FROM:
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