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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,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),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),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),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 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),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),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),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),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),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,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),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),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),School gardens and adolescent nutrition and BMI: Results from a national, multilevel study
High school students, especially students living in poverty, benefit from access to school gardens
Utter, J., Denny, S., Dyson, B., (2016). School gardens and adolescent nutrition and BMI: Results from a national, multilevel study. Preventive Medicine, 83,How is high school greenness related to students' restoration and health?
High school greenness can help students recover from stress
Akpinar, A., (2016). How is high school greenness related to students' restoration and health?. Urban Forestry & Urban Greening, 16,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,Exploring the benefits of school gardening for children in Taiwan and identifying the factors influencing these benefits
Multiple factors contribute to the benefits and highlight the unique characteristics of gardening with children
Chang, Y-Y, Su, W-C, Tang, I-C, Chang, C-Y, (2016). Exploring the benefits of school gardening for children in Taiwan and identifying the factors influencing these benefits. HortTechnology, 26(6),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)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),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,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),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),Assessment of outdoor school environments and physical activity in Ankara's primary schools
Schoolyard size and landscape quality influence children's satisfaction and weight
Ozdemir, A., Yilmaz, O., (2008). Assessment of outdoor school environments and physical activity in Ankara's primary schools. Journal of Environmental Psychology, 28(3),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),MADE POSSIBLE WITH SUPPORT FROM:
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