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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),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),Taking kindergartners outdoors: Documenting their explorations and assessing the impact on their ecological awareness
Nature kindergarten nurtures a deep connection with nature
Elliot, E., Ten Eycke, K., Chan, S., Müller, U., (2014). Taking kindergartners outdoors: Documenting their explorations and assessing the impact on their ecological awareness. Children, Youth and Environments, 24(2),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),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),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),Contact with nature and children’s wellbeing in educational settings
Social interaction, stress and attention may improve in one- to three-year-olds by free play in outdoor green space
Carrus, G., Pirchio, S., Passiatore, Y., Mastandrea, S., Scopelliti, M., Bartoli, G., (2012). Contact with nature and children’s wellbeing in educational settings. Journal of Social Sciences, 8(3),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,Does a nurturing approach that uses an outdoor play environment build resilience in children from a challenging background?
Children from challenging backgrounds experience improved well-being and resilience after participating in nurturing outdoor program
McArdle, K., Harrison, T., Harrison, D., (2013). Does a nurturing approach that uses an outdoor play environment build resilience in children from a challenging background?. Journal of Adventure Education and Outdoor Learning, 13(3),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),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),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),Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms
Natural outdoor classrooms promote preschoolers’ creativity in the areas of problem-solving and ingenuity
Kiewra, C., Veselack, E., (2016). Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms. The International Journal of Early Childhood Environmental Education, 4(1)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)Affordances of ditches for preschool children
Ditches have the potential to become an important design element in outdoor playspaces for young children
Lerstrup, I., Moller, M.S., (2016). Affordances of ditches for preschool children. Children, Youth and Environments, 26(2),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),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),"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),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)Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets
Children and families experience dietary benefits of school gardens
Garcia, M.T., Coelho, D.E.P., Bogus, C.M., (2017). Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets. DemetraThe perception, management and performance of risk amongst Forest School educators
Forest School educators altered their risk management practices in response to competing conceptions of childhood and risk
Connolly, M., Haughton, C., (2017). The perception, management and performance of risk amongst Forest School educators. British Journal of Sociology of Education, 38(2),Are young children's utterances affected by characteristics of their learning environments? A multiple case study
Preschool children use richer language in a natural environment than in indoor or outdoor classrooms
Richardson, T., Murray, J., (2017). Are young children's utterances affected by characteristics of their learning environments? A multiple case study. Early Child Development and Care, 187(3-4),Identifying and characterizing risky play in the age one-to-three years
The existing definition and characteristics of risky play may not be useful for one-year-olds
Kleppe, R., Melhuish, E., Sandseter, E.B.H., (2017). Identifying and characterizing risky play in the age one-to-three years. European Early Childhood Education Research Journal, 25(3),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),Cultural transmission at nature kindergartens: Foraging as a key ingredient
Educational benefits of foraging include the transmission of culture and strengthening children’s connection with nature
Nugent, C., Beames, S., (2015). Cultural transmission at nature kindergartens: Foraging as a key ingredient. Canadian Journal of Environmental Education, 20,'I saw a magical garden with flowers that people could not damage!': Children's visions of nature and of learning about nature in and out of school
Children’s deep emotional connection with nature generates a strongly protective disposition
Rios, C., Menezes, I., (2017). 'I saw a magical garden with flowers that people could not damage!': Children's visions of nature and of learning about nature in and out of school. Environmental Education Research, 23(10),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, 14Outdoor learning spaces: The case of forest school
Outdoor space provides new opportunities for children and teachers to interact in a way that stimulates both teaching and learning
Harris, F., (2017). Outdoor learning spaces: The case of forest school. AREAFrom 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),Stories for living on a damaged planet: Environmental education in a preschool classroom
Children’s encounters with dead and dying bees foster more complex and deeper relationships with more-than-human others
Nxumalo, F., (2017). Stories for living on a damaged planet: Environmental education in a preschool classroom. Journal of Early Childhood Research, 16(2),The matter of the stick: Storying/(re)storying children's literacies in the forest
In the context of forest school pedagogy, post humanism and the common worlds framework suggest that children’s learning is about, through and with the elements of the forest
Harwood, D., Collier, D.R., (2017). The matter of the stick: Storying/(re)storying children's literacies in the forest. Journal of Early Childhood Literacy, 17(3),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),The importance of children interacting with big nature
Deepening children’s interaction with nature addresses the issue of environmental generational amnesia
Kahn, P.H., Weiss, T., (2017). The importance of children interacting with big nature. Children, Youth and Environments, 27(2),Thinking outside the four walls of the classroom: A Canadian Nature Kindergarten
Developing and implementing a Nature Kindergarten provided new opportunities for students and teachers to deepen their connections with place
Elliot, E., Krusekopt, F., (2017). Thinking outside the four walls of the classroom: A Canadian Nature Kindergarten. International Journal of Early ChildhoodA 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, 8Bridging 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 EducationEffects of nature kindergarten attendance on children's functioning
Attending a nature kindergarten may enhance children’s locomotor and social skills
Müller, U., Temple, V.A., Smith, B., Kerns, K., Ten Eycke, K., Crane, J., Sheehan, J., (2017). Effects of nature kindergarten attendance on children's functioning. Children, Youth and Environments, 27(2),Comparing classroom context and physical activity in nature and traditional kindergartens
Natural learning environments promote physical activity more than traditional learning environments
Meyer, J., Müller, U., Macoun, S., (2017). Comparing classroom context and physical activity in nature and traditional kindergartens. Children, Youth and Environments, 27(3),Youth-focused citizen science: Examining the role of environmental science learning and agency for conservation
Youth-focused citizen science can build capacity for future conservation actions
Ballard, H.L., Dixon, C.G.H., Harris, E.M., (2017). Youth-focused citizen science: Examining the role of environmental science learning and agency for conservation. Biological Conservation, 208,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),Analyzing teacher narratives in early childhood garden-based education
A model focusing on learning across multiple domains and integrating self-determination theory can be used to inform the design and evaluation of early childhood garden education programs
Murakami, C.D., Su-Russell, C., Manfra, L., (2018). Analyzing teacher narratives in early childhood garden-based education. Journal of Environmental Education, 49(1),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,Affordances guiding Forest School practice: The application of the ecological dynamics approach
Ecological Dynamics, with its focus on affordances and the person-environment relationship, could enhance Forest School practice
Sharma-Brymer, V., Brymer, E., Gray, T., Davids, K., (2018). Affordances guiding Forest School practice: The application of the ecological dynamics approach. Journal of Outdoor and Environmental Education, 21,Early childhood education in the outdoors in Aotearoa New Zealand
Indigenous Māori worldviews can give meaning and contextualized authenticity to forest school approaches in early childhood education in Aotearoa, New Zealand
Alcock, S., Ritchie, J., (2018). Early childhood education in the outdoors in Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21,First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools
Incorporating First Nations pedagogy in Forest Schools in Canada requires an appreciation of imitative learning
MacEachren, Z., (2018). First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools. Journal of Outdoor and Environmental Education, 21,A critique of "Forest School" or something lost in translation
Contributions of Forest School to outdoor education can be enhanced by deep explorations into its cultural and theoretical meaning
Leather, M., (2018). A critique of "Forest School" or something lost in translation. Journal of Outdoor and Environmental Education, 21(5),Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies
Nature kindergarten programs in Victoria, Australia are built around local conditions and influences versus imported Forest School practices
Christiansen, A., Hannan, S., Anderson, K., Coxon, L., Fargher, D., (2018). Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies. Journal of Outdoor and Environmental Education, 21(1),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)MADE POSSIBLE WITH SUPPORT FROM:
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