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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),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,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),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),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)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),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),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. DemetraEducation 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),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,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),'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),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),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, 14From 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),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,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),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),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, 8How 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),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 EducationYouth-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,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)Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife
Urban children experience gains in knowledge and attitudes towards local wildlife while participating in a bird feeding and monitoring project
White, R.L., Eberstein, K., Scott, D.M., (2018). Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife. PLoS ONE, 13(3)Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy
Inquiry-based learning in the outdoor classroom may promote children’s autonomy
MacDonald, K., Breunig, M., (2018). Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy. Journal of Outdoor and Environmental EducationA forest-based environment as a site of literacy and meaning making for kindergarten children
A forest environment provides kindergarten children with rich opportunities for literacy and meaning making
Streelasky, J., (2018). A forest-based environment as a site of literacy and meaning making for kindergarten children. LiteracyEducation for what? Shaping the field of climate change education with children and young people as co-researchers
Climate change education can become an entirely new field of educational experience and inquiry when it is inclusive of and led by young people
Cutter-Mackenzie, A., Rousell, D., (2019). Education for what? Shaping the field of climate change education with children and young people as co-researchers. Children's Geographies, 17(1),Perceptions of school-based kitchen garden programs in low-income African American communities
School-based kitchen garden programs may positively influence individual, social and physical environmental factors contributing to obesity
Knapp, M.B., Hall, M.T., Mundorf, A.R., Partridge, K.L., Johnson, C.C., (2018). Perceptions of school-based kitchen garden programs in low-income African American communities. Health Promotion PracticeParticipatory retrofitting of school playgrounds: Collaboration between children and university students to develop a vision
School/university collaboration results in a children-led vision of a school playground
Menconi, M.E., Grohmann, D., (2018). Participatory retrofitting of school playgrounds: Collaboration between children and university students to develop a vision. Thinking Skills and Creativity, 29,Youth e-participation as a pillar of sustainable societies
A game-based and expert-supported approach engages youth in urban planning for a sustainable future
Rexhepi, A., Filiposk, S., Trajkovik, V., (2018). Youth e-participation as a pillar of sustainable societies. Journal of Cleaner Production, 174(10),Green writing: The influence of natural spaces on primary students' poetic writing in the UK and Australia
Students with direct experience of nature produced richer poetic writing than students with vicarious contact with nature
Gardner, P., Kuzich, S., (2018). Green writing: The influence of natural spaces on primary students' poetic writing in the UK and Australia. Cambridge Journal of Education, 48(4),Using culturally-relevant experiential education to enhance urban children's knowledge and engagement in science
An experiential science education program with a focus on cultural relevancy and eco-justice increased urban children’s knowledge and engagement in science
Djonko-Moore, C., Leonard, J., Holifield, Q., Bailey, E.B., Almughyirah, S.M., (2018). Using culturally-relevant experiential education to enhance urban children's knowledge and engagement in science. Journal of Experiential Education, 41(2),Use of children's literature to support an emerging curriculum model of education for sustainable development for young learners
Children’s literature can be an integral component of education for sustainable development for young learners
Bhagwanji, Y., Born, P., (2018). Use of children's literature to support an emerging curriculum model of education for sustainable development for young learners. Journal of Education for Sustainable Development, 12(2),The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools
Disadvantaged youth showed improved academic performance after participating in an environmental and science education program using a head-heart-hands approach
Jagannathan, R., Camasso, M.J., Delacalle, M., (2018). The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools. Evaluation and Program Planning, 66,Preschool educators' interactions with children about sustainable development: Planned and incidental conversations
Giving children a voice can empower them to act as agents of change for a more sustainable future
Bautista, A., Moreno-Nunez, A., Ng, S-C., Bull, R., (2018). Preschool educators' interactions with children about sustainable development: Planned and incidental conversations. International Journal of Early Childhood, 50,Inconsistencies in early science education: Can nature help streamline state standards?
Explorations in playspaces with natural elements can provide the foundation for early science learning
Kloos, H., Waltzer, T., Maltbie, C., Brown, R.D., Carr, V., (2018). Inconsistencies in early science education: Can nature help streamline state standards?. Ecopsychology, 10(4)Running Wild: Engaging and empowering future custodians of place through creative nature-based play
Creative nature-based play embedded in the participatory arts fosters children’s connection to nature and promotes their ability to act as agents of change in their local environment
Beer, T., Cook, A., Kantor, K., (2018). Running Wild: Engaging and empowering future custodians of place through creative nature-based play. Journal of Public Pedagogies,, 3MADE POSSIBLE WITH SUPPORT FROM:
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