Family 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), 919-942.

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), 29-56.

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, 955-962.

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, 355-379.

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), 1-8.

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), 119-131.

A retrospective study of social relations in a Danish primary school class taught in ‘udeskole’

Students in an outdoor class show improved social relations both at the time of participation and over a longer period of time

Hartmeyer, R., Mygind, E., (2016). A retrospective study of social relations in a Danish primary school class taught in ‘udeskole’. Journal of Adventure Education and Outdoor Learning, 16(1), 78-89.

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), 174-187..

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)

Where do the children play?: An investigation of the intersection of nature, early childhood education and play

Interest in nature’s role in early childhood is gaining momentum after an uneven past

Brown, J.M., Kaye, C., (2017). Where do the children play?: An investigation of the intersection of nature, early childhood education and play. Early Child Development and Care, 187(5-6), 1028-1041.

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, 637-651.

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), 1055-1071.

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), 296-309.

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)

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), 277-281.

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), 468-477.

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), 375-386.

Affordances of outdoor settings for children in preschool: Revisiting Heft’s functional taxonomy

Although requiring clarification, the concept of "affordances" is important in planning outdoor playspaces

Lerstrup, I., van den Bosch, C.K., (2016). Affordances of outdoor settings for children in preschool: Revisiting Heft’s functional taxonomy. Landscape Research, 42(1), 47-62.

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, 1-17.

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, 1-4.

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, 1-8.

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, 12-21.

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, 16-27.

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), 783-792.

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), 26-34.

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), 192-205.

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), 416-429.

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, 72-83.

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., 201 - 213.

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), 74-101.

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), 99 - 122.

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), 15-38.

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), 287-300.

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), 689-695.

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), 67-115.

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), 658-692.

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), 41 - 46.

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), 199 - 219.

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), 796 - 814.

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), 2048 - 2057.

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), 251 - 270.

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.

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), 874-879.

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.