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Hearing ancestral voices through creative art –A tool for environmental education for sustainability
The arts and community involvement were used to demonstrate a culturally relevant approach to environmental education.
Silo, N., Khudu-Petersen, K., (2016). Hearing ancestral voices through creative art –A tool for environmental education for sustainability. International Journal of Education & the Arts, 17(9),Intergenerational learning at a nature center: Families using prior experiences and participation frameworks to understand raptors
Informal learning enhances intergenerational nature-based experiences
Zimmerman, H. T., McClain, L. R., (2014). Intergenerational learning at a nature center: Families using prior experiences and participation frameworks to understand raptors. Environmental Education Research, 20(2),Environmental, institutional, and demographic predictors of environmental literacy among middle school children
Quality environmental educational programming, time outdoors, and teacher training predict environmental literacy
Stevenson, K. T., Peterson, M. N., Bondell, H. D., Mertig, A. G., Moore, S. E., (2013). Environmental, institutional, and demographic predictors of environmental literacy among middle school children. PLOS One, 8(3),The impact of environmental education on sense of place among urban youth
Urban environmental education programs shown to improve ecological place meaning
Kudryavtsev, A., Krasny, M., Stedman, R., (2012). The impact of environmental education on sense of place among urban youth. Ecosphere, 3(4),When nature nurtures children: Nature as a containing and holding space
Nature-based resettlement initiatives can help immigrant children build resilience and attachment
Hordyk, S. R., Dulude, M., Shem, M., (2015). When nature nurtures children: Nature as a containing and holding space. Children's Geographies, 13(5),The restorative outcomes of forest school and conventional school in young people with good and poor behaviour
Adolescents experience positive emotional change after spending time in an outdoor educational setting
Roe, J., Aspinall, P., (2011). The restorative outcomes of forest school and conventional school in young people with good and poor behaviour. Urban Forestry & Urban Greening, 10(3),Memories as useful outcomes of residential outdoor environmental education
Residential outdoor environmental education positively influences students' self-perception and environmental awareness
Liddicoat, K. R., Krasny, M. E., (2014). Memories as useful outcomes of residential outdoor environmental education. The Journal of Environmental Education, 45(3),Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues
Screen-time significantly impacts adolescents' ability to assess face-to-face nonverbal social and emotional cues
Uhls, Y. T., Michikyan, M., Morris, J., Garcia, D., Small, G. W., Zgourou, E., Greenfield, P. M., (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior, 39,The power of nature: Developing prosocial behavior toward nature and peers through nature-based activities
Children develop prosocial behavior through nature activities
Acar, I., Torquati, J., (2015). The power of nature: Developing prosocial behavior toward nature and peers through nature-based activities. Young Children, 70(5),School gardens enhance academic performance and dietary outcomes in children
Garden-based learning can positively impact academic performance and promote fruit and vegetable consumption
Berezowitz, C.K., Yoder, A.B.B., Scholler, D.A., (2015). School gardens enhance academic performance and dietary outcomes in children. Journal of School Health, 85(8),Physical education, school physical activity, school sports and academic performance
Allocating time to physical activity in school does not negatively impact academic achievement
Trudeau, F.,, Shephard, R. J., (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(10)Outdoor education and science achievement
Outdoor learning experiences can promote science content knowledge and positive environmental attitudes
Rios, J.M., Brewer, J., (2014). Outdoor education and science achievement. Applied Environmental Education & Communication, 13(4),Grounds for health: The intersection of green school grounds and health-promoting schools
Green school grounds promote the holistic development and health of children
Bell, A.C., Dyment, J.E., (2008). Grounds for health: The intersection of green school grounds and health-promoting schools. Environmental Education Research, 14(1),Long-term educational programs in nature parks: Characteristics, outcomes and challenges
Long-term nature-based educational programs achieve student satisfaction and conservation awareness despite little tie to curriculum
Morag, O., Tal, T., Rotem-Keren, T., (2013). Long-term educational programs in nature parks: Characteristics, outcomes and challenges. International Journal of Environmental & Science Education, 8(3),Growing up green: Becoming an agent of care for the natural world
Motivation, efficacy and knowledge predict children's development of concern for the natural world
Chawla, L., (2009). Growing up green: Becoming an agent of care for the natural world. Journal of Developmental Processes, 4(1),Social justice in outdoor experiential education: A state of knowledge review
Outdoor experiential education is challenged to address issues of social justice
Warren, K., Roberts, N., Breunig, M., Alvarez, M. A. G., (2014). Social justice in outdoor experiential education: A state of knowledge review. Journal of Experiential Education, 37(1),Experiencing nature in children’s summer camps: Affective, cognitive and behavioral consequences
Nature exposure, more so than environmental education, influences pro-environmental attitudes and behavioral intentions of summer campers
Collado, S., Staats, H., Corraliza, J. A., (2013). Experiencing nature in children’s summer camps: Affective, cognitive and behavioral consequences. Journal of Environmental Psychology, 33,Garden-based learning: An experience with “at risk” secondary education students
Garden-based learning associated with improved academic performance and teacher-observed self-confidence and self-esteem in at-risk students
Ruiz-Gallardo, J., Verde, A., Valdes, A., (2013). Garden-based learning: An experience with “at risk” secondary education students. The Journal of Environmental Education, 44(4),Linking student performance in Massachusetts elementary schools with the "greenness" of school surroundings using remote sensing
Exposure to greenness surrounding schools benefits student academic achievement in both Math and English
Wu, C-D., McNeely, E., Cedeño-Laurent, J. G., Pan, W-C., Adamkiewicz, G., Dominici, F., Candice Lung, S-C., Su, H-J., Spengler, J. D., (2014). Linking student performance in Massachusetts elementary schools with the "greenness" of school surroundings using remote sensing. PLOS ONE, 9(10)White privilege in experiential education: A critical reflection
Increasing diversity in the outdoors is not enough when experiential education traditionally privileges majority participants
Rose, J., Paisley, K., (2012). White privilege in experiential education: A critical reflection. Leisure Sciences, 34(2),The place of outdoor play in a school community: A case study of recess values
Children develop a sense of competence playing in the woods
Stanley, E., (2011). The place of outdoor play in a school community: A case study of recess values. Children, Youth and Environments, 21(1),Student performance and high school landscapes: Examining the links
Exposure to nature during school hours is positively associated with high school student performance
Matsuoka, R.H., (2010). Student performance and high school landscapes: Examining the links. Landscape and Urban Planning, 97(4),Yesterday’s conservationists: How were they educated about the outdoors and the environment?
Factors influencing environmental attitudes of historic conservationists include interaction with nature, family and education.
Place, G.S., (2016). Yesterday’s conservationists: How were they educated about the outdoors and the environment?. Journal of Adventure Education and Outdoor LearningEmbracing risk in the Canadian woodlands: Four children’s risky play and risk-taking experiences in a Canadian Forest Kindergarten
Children engage in a variety of risk-taking behaviors at a Forest Kindergarten.
Coe, H. A., (2016). Embracing risk in the Canadian woodlands: Four children’s risky play and risk-taking experiences in a Canadian Forest Kindergarten. Journal of Early Childhood Research, 15(4),Nature and the life course: Pathways from childhood nature experiences to adult environmentalism
Childhood nature experiences may be an important pathway to adult environmental attitudes and behaviors
Wells, N. M., Lekies, K. S., (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children, Youth and Environments, 16(1),Using online narratives to explore participant experiences in a residential environmental education program
Blog entries indicated that connection to place, personal growth, and identity were critical aspects of children’s participation in a residential environmental education program.
Ardoin, N.M., DiGiano, M, O'Connor, K., Holthuis, N., (2016). Using online narratives to explore participant experiences in a residential environmental education program. Children's Geographies, 14(3),Garden affordances for social learning, play, and for building nature-child relationship
Child-directed non-structured play is important in promoting pro-social learning opportunities, development and connection with nature
Laaksoharju, T., Rappe, E., Kaivola, T., (2012). Garden affordances for social learning, play, and for building nature-child relationship. Urban Forestry & Urban Greening, 11,Understanding non-traditional forest recreation: The role of constraints and negotiation strategies among racial and ethnic minorities
Forest managers can better engage users from groups under-represented in forest recreation by improving information and transportation access for outdoor recreation
Metcalf, E. C., Burns, R. C., Graefe, A. R., (2013). Understanding non-traditional forest recreation: The role of constraints and negotiation strategies among racial and ethnic minorities. Journal of Outdoor Recreation and Tourism,The nature play zone at Indiana Dunes National Lakeshore: A case study
Park's natural play space encourages unstructured, creative, cooperative play and exploration
Swift, K., (2013). The nature play zone at Indiana Dunes National Lakeshore: A case study. Park Science, 30(2),Nature and health
More research is needed on the population-level health benefits of contact with nature
Hartig, T., Mitchell, R., de Vries, S., Frumkin, H., (2014). Nature and health. Annual Review of Public Health, 35,Educational impact on the relationship of environmental knowledge and attitudes
Children with less exploitative attitudes towards the environment learn more about specific ways to protect the environment.
Liefländer, A.K., Bogner, F.X., (2016). Educational impact on the relationship of environmental knowledge and attitudes. Environmental Education ResearchExploring the outdoors together: Assessing family learning in environmental education
Family collaboration enhances learning during nature walks
Zimmerman, H. T., McClain, L. R., (2014). Exploring the outdoors together: Assessing family learning in environmental education. Studies in Educational Evaluation, 41(2014),The BaRK (Building Reading Confidence for Kids) canine assisted reading program: One child's experience
Canine-assisted literacy program increases student reading engagement, improving student academic performance in both reading accuracy and comprehension
Fisher, B., Cozens, M., (2014). The BaRK (Building Reading Confidence for Kids) canine assisted reading program: One child's experience. Literacy Learning: The Middle Years, 22(1),Encouraging play in the natural environment: A child-focused case study of forest school
Forest school nature play offers multiple benefits for six and seven year old children
Ridgers, N., Knowles, Z., Sayers, J., (2012). Encouraging play in the natural environment: A child-focused case study of forest school. Children's Geographies, 10(1),Middle years students' experiences in nature: A case study on nature-play
Access to other children and frequent visits affect children's perceptions of nature play
Francis, M., Paige, K., Lloyd, D., (2013). Middle years students' experiences in nature: A case study on nature-play. Teaching Science, 59(2),The benefits of children's engagement with nature: A systematic literature review
Playful styles of nature engagement yield multiple benefits for children
Gill, T., (2014). The benefits of children's engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2),The land is my school: Children, history, and the environment in the Canadian province of British Columbia
Archival letters reveal children’s learning from their engagement with the land.
Díaz-Díaz, C., Gleason, M., (2016). The land is my school: Children, history, and the environment in the Canadian province of British Columbia. Childhood, 23(2),Outdoor environmental assessment of attention promoting settings for preschool children
Green environments have attention promoting value for preschool children
Martensson, F., Boldemann, C., Soderstrom, M., Blennow, M., Englund, J.-E., Grahn. P., (2009). Outdoor environmental assessment of attention promoting settings for preschool children. Health & Place, 15(4),Community garden: A bridging program between formal and informal learning
Community gardening activities promote relational methods of learning, community development, environmental activism, and cultural integration.
Datta, R., (2016). Community garden: A bridging program between formal and informal learning. Cogent Education, 3(1)A randomized controlled trial for families with preschool children - Promoting healthy eating and active playtime by connecting to nature
A proposed study aims to measure the effectiveness of “connectedness to nature” as a factor in promoting physical activity and healthy eating in young children.
Sobko, T., Tse, M., Kaplan, M., (2016). A randomized controlled trial for families with preschool children - Promoting healthy eating and active playtime by connecting to nature. BMC Public Health, 16Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places
Researcher finds no contradiction between environmental learning and taking children outdoors to play freely in natural environments
Jørgensen, K-A., (2016). Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research, 22(8),Long-term outcomes of an urban farming internship program
Urban farming internship program offers long-term benefits for youth.
Sonti, N.F., Campbell, L.K., Johnson, M.L, Daftary-Steel, S., (2016). Long-term outcomes of an urban farming internship program. Journal of Experiential Education,Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole
The Danish udeskole is more integrated in the national educational system than are Forest Schools in England
Waite, S., Bolling, M., Bensten, P., (2016). Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. Environmental Education Research, 22(6),Nature by default in early childhood education for sustainability
Early childhood education for sustainability calls for more meaningful engagement of children with nature.
Elliott, S., Young, T., (2016). Nature by default in early childhood education for sustainability. Australian Journal of Environmental Education, 32(1),Connecting students to nature – How intensity of nature experience and student age influence the success of outdoor education programs
Both student age and length of time in natural surroundings influence positive changes in connectedness to nature
Braun, T., Dierkes, P., (2017). Connecting students to nature – How intensity of nature experience and student age influence the success of outdoor education programs. Environmental Education Research, 23(7),The feasibility of school gardens as an educational approach in Greece: A survey of Greek schools
Study supports the feasibility of school gardens as an educational approach in Greece
Plaka, V., Skanavis, C., (2016). The feasibility of school gardens as an educational approach in Greece: A survey of Greek schools. International Journal of Innovation and Sustainable Development, 10(2),The holistic impact of classroom spaces on learning in specific subjects
Differing elements in and around the classroom impact students’ learning in math, reading, and writing
Barrett, P., Davies, F., Zhang, Y., Barrett, L., (2017). The holistic impact of classroom spaces on learning in specific subjects. Environment and Behavior, 49(4),Environmental identity formation in nonformal environmental education programs
Nonformal environmental education programs support development of environmental identity
Williams, C.C., Chawla, L., (2016). Environmental identity formation in nonformal environmental education programs. Environmental Education Research, 22(7),Forest gardens – New opportunities for urban children to understand and develop relationships with other organisms
Forest gardens have the potential to connect children emotionally and cognitively to other organisms
Askerlund, P., Almers, E., (2016). Forest gardens – New opportunities for urban children to understand and develop relationships with other organisms. Urban Forestry & Urban GreeningMADE POSSIBLE WITH SUPPORT FROM:
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