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), 370 - 384.

Animal-assisted literacy: A supportive environment for constrained and unconstrained learning

Animal-assisted learning programs offer unique social, emotional and academic support for student literacy development

Friesen, L., Delisle, E., (2012). Animal-assisted literacy: A supportive environment for constrained and unconstrained learning. Childhood Education, 88(2), 102 - 107.

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), 789 - 803.

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), 199 - 214.

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), 24-46.

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), 14 - 21.

California Conservation Corps offers youth career development opportunities

Conservation core program supports career development of youth not attending college

Stanley, S., (2002). California Conservation Corps offers youth career development opportunities. California Agriculture, 56(2), 61-64.

Child-orientated environmental education influences adult knowledge and household behaviour

Children's environmental education influences parental knowledge and household environmental behavior

Damerell, P., Howe, C., Milner-Gulland, E.J., (2013). Child-orientated environmental education influences adult knowledge and household behaviour. Environmental Research Letters, 8(1), 1-15.

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), 1 - 23.

The effect of an animal-assisted reading program on the reading rate, accuracy and comprehension of grade 3 students: A randomized control study

Third grade students significantly improve reading comprehension and retention when reading with a dog in an animal-assisted reading program

le Roux, M. C., Swartz, L., Swart, E., (2014). The effect of an animal-assisted reading program on the reading rate, accuracy and comprehension of grade 3 students: A randomized control study. Child & Youth Care Forum, 43(6), 655 - 673.

Living animals in the classroom: A meta-analysis on learning outcome and a treatment-control study focusing on knowledge and motivation

Students' knowledge outcomes did not differ with a live animal present versus use of a film, but motivation to learn was enhanced with a live animal

Hummel, E., Randler, C., (2012). Living animals in the classroom: A meta-analysis on learning outcome and a treatment-control study focusing on knowledge and motivation. Journal of Science Education and Technology, 21(1), 95 - 105.

Green schoolyards as havens from stress and resources for resilience in childhood and adolescence

Natural schoolyards decrease stress, strengthen attention, reduce behavior problems, and enhance factors associated with resilience in children of all ages

Chawla, L., Keena, K., Pevec, I., Stanley, E., (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28, 1-13.

Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context

Outdoor learning improves long-term memory of course content and increases positive student attitudes

Fägerstam, E., Blom, J., (2013). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context. Journal of Adventure Education and Outdoor Learning, 13(1), 56 - 75.

The effect of a horseshoe crab citizen science program on middle school student science performance and STEM career motivation

Citizen science program for middle school students has positive effects with potential for STEM career motivation

Hiller, S. E., Kitsantas, A., (2014). The effect of a horseshoe crab citizen science program on middle school student science performance and STEM career motivation. School Science and Mathematics, 114(6), 302 - 311.

Education for sustainable development in early childhood education: A review of the research literature

A research review of early childhood education for sustainability illustrates teachers’ differing definitions and changes in practice over time

Hedefalk, M., Almqvist, J., Ostman, L., (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975-990.

Advancing sustainability through urban green space: Cultural ecosystem services, equity, and social determinants of health

More equitable access to urban green space may help alleviate health gaps between socio-economic groups

Jennings, V, Larson, L., Yun, J., (2016). Advancing sustainability through urban green space: Cultural ecosystem services, equity, and social determinants of health. International Journal of Environmental Research and Public Health, 13(2)

School-based experiential outdoor education - A neglected necessity

Outdoor education improves students’ engagement in and motivation for learning

James, J.K., Williams, T., (2017). School-based experiential outdoor education - A neglected necessity. Journal of Experiential Education, 40(1), 58-71.

Outdoor explorations with preschoolers: An observational study of young children's developing relationship with the natural world

Children’s understanding of the natural world develops through direct, positive experiences with nature, supported by adult guidance

McClain, C., Vandermaas-Peeler, M., (2016). Outdoor explorations with preschoolers: An observational study of young children's developing relationship with the natural world. International Journal of Early Childhood Environmental Education, 4(1)

Shifting gears: Engaging nurse practitioners in prescribing time outdoors

Nurse practitioners can serve as catalysts in promoting healthier lifestyles through Park Prescription initiatives

Wessel, L.A., (2017). Shifting gears: Engaging nurse practitioners in prescribing time outdoors. The Journal for Nurse Practitioners, 13(1), 89-96.

Saving Squawk? Animal and human entanglement at the edge of the lagoon

Encounters with wild animals provoke a sense of responsibility among 9th graders

Gannon, S., (2015). Saving Squawk? Animal and human entanglement at the edge of the lagoon. Environmental Education Research

Bringing outdoor play indoors in United Arab Emirates: Mud as a powerful binding element

A Mud Day project is successful in bringing outdoor learning indoors

Baker, F.S., (2017). Bringing outdoor play indoors in United Arab Emirates: Mud as a powerful binding element. Childhood Education, 93(1), 73-79.

Geotheorizing mountain-child relations within anthropogenic inheritances

Early childhood pedagogy based on relationality rather than separation could serve as a form of resistance to an extractive relationship with the more-than-human world

Nxumalo, F., (2017). Geotheorizing mountain-child relations within anthropogenic inheritances. Children's Geographies, 15(5), 558-569.

Love and social justice in learning for sustainability

Learning for sustainability requires a social justice approach applicable to both humans and the more-than-human world

Griffiths, M., Murray, R., (2017). Love and social justice in learning for sustainability. Ethics and Education

"We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden

School-garden program promotes positive attitudes toward the environment

Fisher-Maltese, C., (2016). "We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden. International Journal of Early Childhood Environmental Education, 4(1), 54-69.

Companion animals and child/adolescent development: A systematic review of the evidence

Pet ownership may be beneficial to child and adolescent emotional, cognitive, behavioral, educational and social development

Purewal, R., Christley, R., Kordas, K., Joinson, C,, Meints, K., Gee, N,, Westgarth, C., (2017). Companion animals and child/adolescent development: A systematic review of the evidence. International Journal of Environmental Research and Public Health, 14(3)

Education for sustainable development, nature, and vernacular learning

Nurturing a sense of wonder, joy, and belonging in learners as they experience nature is vital to developing an ethic of care for the planet

Selby, D., (2017). Education for sustainable development, nature, and vernacular learning. CEPS Journal, 7(1), 9-27.

Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors

Sustainable school design promotes students’ pro-environmental attitudes and behaviors

Tucker, R., Izadpanahi, P., (2017). Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors. Journal of Environmental Psychology, 51, 209-216.

No-self, natural sustainability and education for sustainable development

Education based on natural sustainability highlights the non-dual relation between the self and the rest of the natural world

Wang, D-L., (2017). No-self, natural sustainability and education for sustainable development. Educational Philosophy and Theory, 49(5), 550-561.

'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability

Children’s ideas about sustainability are developed through experiential, investigative, sensorial and place-oriented ways of learning

Green, M., (2017). 'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability. Childhood, 24(2), 151-167.

Down by the Bay

The resources of a nature center help second-graders learn more in-depth information about their local environment

Allison, E., Tunks, K., Hardman, K., (2017). Down by the Bay. Science and Children, 54(7), 29-33.

Assessing a school gardening program as an integrated component of a pilot farm-to-school initiative based in South Carolina

School gardens are used for multidisciplinary academic instruction more than contribution to school nutrition programs

Taylor, C., Symon, E.B., Dabbs, A., Way, E., Thompson, O.M., (2017). Assessing a school gardening program as an integrated component of a pilot farm-to-school initiative based in South Carolina. HortTechnology, 27(2), 228-234.

Effects of regular classes in outdoor education settings: A systematic review on students' learning, social and health dimensions

Regular classes in outdoor settings can promote students’ learning, health, social development, and concern for the environment

Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., Mess, F., (2017). Effects of regular classes in outdoor education settings: A systematic review on students' learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14

From nature deficit to outdoor exploration: Curriculum for sustainability in Vermont's public schools

Vermont elementary school educators find ways to effectively integrate environmental education into their practice

Silverman, J., Corneau, N., (2017). From nature deficit to outdoor exploration: Curriculum for sustainability in Vermont's public schools. Journal of Adventure Education and Outdoor Learning, 17(3), 258-273.

Earth at rest: Aesthetic experience and students' grounding in science education

Aesthetic experiences integrated into science education can heighten children’s cognition and their engagement with the natural world

Østergaard, E., (2017). Earth at rest: Aesthetic experience and students' grounding in science education. Science and Education

Stress in school. Some empirical hints on the circadian cortisol rhythm of children in outdoor and indoor classes

Participating in outdoor education classes on a regular basis has a positive effect on children’s stress responses

Dettweiler, U., Becker, C., Auestad, B.H., Simon, P., Kirsch, P., (2017). Stress in school. Some empirical hints on the circadian cortisol rhythm of children in outdoor and indoor classes. International Journal of Environmental Research and Public Health, 14(5)

Sustainability by default: Co-creating care and relationality through early childhood education

Early childhood education for sustainability can benefit from earlier pedagogical traditions focusing on connectivity, care, and crossing boundaries

Wals, A.E.J., (2017). Sustainability by default: Co-creating care and relationality through early childhood education. International Journal of Early Childhood, 49, 155-164.

Thrown together: Incorporating place and sustainability into early literacy education

Literacy learning can be broadened to integrate issues of sustainability

Schmidt, C., (2017). Thrown together: Incorporating place and sustainability into early literacy education. International Journal of Early Childhood, 49(2), 165-179.

The Schaus Swallowtail Habitat Enhancement Project: An applied service-learning project continuum from Biscayne National Park to Miami-Dade County Public Schools

School grounds can be used for the dual purpose of enhancing student learning and increasing the biodiversity of organisms

Clayburn, J., Koptur, S., O'Brien, G., Whelan, K.R.T., (2017). The Schaus Swallowtail Habitat Enhancement Project: An applied service-learning project continuum from Biscayne National Park to Miami-Dade County Public Schools. Southeastern Naturalist, 16(10), 26-46.

Does access to green space impact the mental well-being of children: A systematic review

Access to nature can promote the mental well-being of children

McCormick, R., (2017). Does access to green space impact the mental well-being of children: A systematic review. Journal of Pediatric Nursing, 37, 3-7.

Mindful place-based education: Mapping the literature

Mindfulness can strengthen place-based education

Deringer, S.A., (2017). Mindful place-based education: Mapping the literature. Journal of Experiential Education

A Bayesian mixed-methods analysis of basic psychological needs satisfaction through outdoor learning and its influence on motivational behavior in science class

Outdoor learning experiences can address students’ basic psychological needs and promote self-regulated learning

Dettweiler, U., Lauterbach, G., Becker, C., Simon, P., (2017). A Bayesian mixed-methods analysis of basic psychological needs satisfaction through outdoor learning and its influence on motivational behavior in science class. Frontiers in Psychology, 8

How to educate children for sustainable learning and for a sustainable world

Sustainable learning should be integrated into everyday practices with young children

Pramling Samuelsson, I., Park, E., (2017). How to educate children for sustainable learning and for a sustainable world. International Journal of Early Childhood, 49(3), 273–285.

School gardens in the city. Does environmental equity help close the achievement gap?

School gardens could serve as gateways to reducing the academic achievement gap

Ray, R., Fisher, D.R., Fisher-Maltese, C., (2016). School gardens in the city. Does environmental equity help close the achievement gap?. Du Bois Review: Social Science Research on Race, 13(2), 379-395.

Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors

The use of digital observational tools may enhance students’ attitudes, confidence and interest in using technology to learn outdoors

Hougham, R.J., Nutter, M., Graham, C., (2018). Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors. Journal of Experiential Education

"It's good to learn about the plants": Promoting social justice and community health through the development of a Maya environmental and cultural heritage curriculum in southern Belize

An environmental and cultural heritage curriculum can promote social justice and contribute to the health and wellness of indigenous communities

Baines, C., Zarger, R.K., (2017). "It's good to learn about the plants": Promoting social justice and community health through the development of a Maya environmental and cultural heritage curriculum in southern Belize. Journal of Environmental Studies and Sciences, 7(3), 416-424.

Tree cover and species composition effects on academic performance of primary school students

Tree cover and species composition have a positive effect on children’s academic performance, especially for children in socio-economically challenged schools

Sivarajah, S., Smith, S.M., Thomas, S.C., (2018). Tree cover and species composition effects on academic performance of primary school students. PLOS ONE, 13(2)

Nurture thru nature: Creating natural science identities in populations of disadvantaged children through community education partnership

Experimental evidence provides some support for nature-based interventions in improving academic performance in language arts and science

Camasso, M.J., Jagannathan, R., (2018). Nurture thru nature: Creating natural science identities in populations of disadvantaged children through community education partnership. Journal of Environmental Education, 49(1), 30-42.

Place-based outdoor learning: More than a drag and drop approach

Place-based outdoor learning extends the success of the Forest School approach

Lloyd, A., Truong, S., Gray, T., (2018). Place-based outdoor learning: More than a drag and drop approach. Journal of Outdoor and Environmental Education, 21, 45-60.

Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools

Students’ motivational experiences in garden-based learning predict science engagement, learning and achievement

Williams, D.R., Brule, H., Kelley, S.S., Skinner, E.A., (2018). Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools. International Journal of STEM Education, 5(8)

A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence

School gardens benefit students and adults in various ways, yet more robust evidence is needed to promote school gardening programs as public health interventions

Ohly, H., Gentry, S., Wigglesworth, R., Bethel, A., Lovell, R., Garside, R., (2016). A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence. BMC Public Health, 16(1)