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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),Biocentric reasoning in children: Implications in science and environmental education
Children express biocentric perspectives despite little exposure to animals in natural areas
Almedia, A., Strecht-Ribeiro, O., Vasconcelos, C., (2011). Biocentric reasoning in children: Implications in science and environmental education. Proceedings of the ESERA 2011 Conference: Science Learning and Citizenship., 8,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),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),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),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),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),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),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),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),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),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),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),Caring for the Earth: Generativity as a mediator for the prediction of environmental narratives from identity among activists and nonactivists
Life stories show relationships between environmental identity and generativity among environmental activitists and nonactivists
Alisat, S., Norris, J. E., Pratt, M. W., Matsuba, M. K., McAdams, D. P., (2014). Caring for the Earth: Generativity as a mediator for the prediction of environmental narratives from identity among activists and nonactivists. Identity: An International Journal of Theory and Research, 14(13),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),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),"Sowing and growing" life skills through garden-based learning to reengage disengaged youth
Garden-based intervention program promotes positive learning and behavioral outcomes for students disengaged from school
Truong, S., Gray, T., Ward, K., (2016). "Sowing and growing" life skills through garden-based learning to reengage disengaged youth. LEARNing Landscapes, 10(1),Diversity in the outdoors --National Outdoor Leadership School students' attitudes about wilderness
Wilderness attitudes of students with and without scholarship support are enhanced through National Outdoor Leadership School courses
Gress, S., Hall, T., (2017). Diversity in the outdoors --National Outdoor Leadership School students' attitudes about wilderness. Journal of Experiential EducationEducation 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),Food for thought: The intersection of gardens, education, and community at Edible Schoolyard New Orleans
Edible schoolyard garden in New Orleans promotes students' food security, environmental knowledge, and emotional and social well-being
Fakharzadeh, S., (2015). Food for thought: The intersection of gardens, education, and community at Edible Schoolyard New Orleans. Children, Youth and Environments, 25(3),Early childhood environmental education in tropical and coastal areas: A meta-analysis
Informal learning activities can help young children learn about the natural world
Sawitri, D.R., (2017). Early childhood environmental education in tropical and coastal areas: A meta-analysis. IOP Conference Series: Earth and Environmental Science, 55Geotheorizing 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),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. DemetraEco-school evaluation beyond labels: The impact of environmental policy, didactics and nature at school on student outcomes
Active teaching methods, environmental education policy, and the presence and use of natural green elements impact eco-schools’ environmental education outcomes
Boeve-de Pauw, J., Van Petegem, P., (2018). Eco-school evaluation beyond labels: The impact of environmental policy, didactics and nature at school on student outcomes. Environmental Education Research, 24(9),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),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),The meaning of participation in school ground greening: A study from project to everyday setting
Children’s participation in school ground greening planning influences functionality; participation in management phases results in student engagement and satisfaction
Jansson, M., Martensson, F., Gunnarsson, A., (2018). The meaning of participation in school ground greening: A study from project to everyday setting. Landscape Research, 43(1),'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),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),'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),Going back and beyond: Children's learning through places
Fostering students’ connections for places beyond their own locality and for both rural and urban environments may enhance their environmental learning
Diaz-Diaz, C., (2017). Going back and beyond: Children's learning through places. Environmental Education Research, 23(10),Between indigenous and non-indigenous: Urban/nature/child pedagogies
Integrating indigenous perspectives and environmental education broadens place-based pedagogies
Somerville, M., Hickey, S., (2017). Between indigenous and non-indigenous: Urban/nature/child pedagogies. Environmental Education Research, 23(10),Rethinking relationships with curriculum by engaging with foxes and sharing stories in early childhood spaces
Inuit-articulated interests and priorities contribute to place-based education for Indigenous children
Rowan, M.C., (2017). Rethinking relationships with curriculum by engaging with foxes and sharing stories in early childhood spaces. Global Studies of Childhood, 7(2),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, 14A dialogue about place and living pedagogies: Trees, ferns, blood, children, educators, and wood cutters
Children’s questions, concerns and ways of extending thought and empathy to plants and animals demonstrate their ability to see the human and non-human worlds as entangled, complex and overlapping
Argent, A., Vintimilla, C.D., Lee, C., Wapenaar, K., (2017). A dialogue about place and living pedagogies: Trees, ferns, blood, children, educators, and wood cutters. Journal of Childhoods and Pedagogies, 1(2),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),Sowing seeds for healthier diets: Children's perspectives on school gardening
Including children in the planning and evaluation of school gardening and other health promotion programs may improve their effectiveness
Nury, E., Sarti, A., Dijkstra, C., Seidell, J., Dedding, C., (2017). Sowing seeds for healthier diets: Children's perspectives on school gardening. International Journal of Environmental Research and Public Health, 14Tanzanian and Canadian children's valued school experiences: A cross case comparison
Time for outdoor play at school is highly valued by young children in different cultural and geographical contexts
Streelasky, J., (2017). Tanzanian and Canadian children's valued school experiences: A cross case comparison. International Journal of Early Years, 25(3),Impact of school gardens in Nepal: A cluster randomised controlled trial
School garden program in Nepal raised awareness and knowledge of and preferences for fruit and vegetables but did not result in increased consumption of fruit and vegetables
Schreinemachers, P., Bhattarai, D.R., Subedi, G.D., Acharya, T.P., Chen, H-p., Yang, R-y., Kashichhawa, N.K., Dhungana, U., Luther, G.C., Mecozzi, M., (2017). Impact of school gardens in Nepal: A cluster randomised controlled trial. Journal of Development Effectiveness, 9(3),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,The role of outdoor education in child development in Italian nursery schools
Outdoor activities may be more effective in promoting early child development than indoor activities
Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M., Ceciliani, A., (2017). The role of outdoor education in child development in Italian nursery schools. Early Child Development and Care, 189(6),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),MADE POSSIBLE WITH SUPPORT FROM:
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