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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),"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 EducationHow to sustainably increase students' willingness to protect pollinators
Direct interaction vs. webcam viewing of bees results in similar attitudes toward protecting bees, but direct interaction results in decreased fear in the short-term and increased well-being
Schonfelder, M.L., Bogner, F.X., (2017). How to sustainably increase students' willingness to protect pollinators. Environmental Education ResearchA young child's perspectives on outdoor play: A case study from Vancouver, British Columbia
Young children's perspectives of nature and environmental education are important elements of research
Beattie, A. E., (2015). A young child's perspectives on outdoor play: A case study from Vancouver, British Columbia. International Journal of Early Childhood Environmental Education, 3(1),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),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),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)Getting to know nature: Evaluating the effects of the Get to Know Program on children's connectedness to nature
The key to enhancing children’s connectedness with nature may be a focus on nature itself
Bruni, C.M., Winter, P.L., Schultz, P.W., Omoto, A.M., Tabanico, J.J., (2017). Getting to know nature: Evaluating the effects of the Get to Know Program on children's connectedness to nature. Environmental Education Research, 23(1),Honoring voices, inspiring futures: Young people's engagement in open space planning
Engaging children and youth in open space planning produces meaningful outcomes
Derr, V., Ruppi, H., Wagner, D., (2016). Honoring voices, inspiring futures: Young people's engagement in open space planning. Children, Youth and Environments, 26(2),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, 55Saving Squawk? Animal and human entanglement at the edge of the lagoon
Encounters with wild animals provoke a sense of responsibility among 9th graders
Gannon, S., (2015). Saving Squawk? Animal and human entanglement at the edge of the lagoon. Environmental Education ResearchBringing 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),Outdoor experiences and sustainability
Positive role models and mentors have an important role to play in promoting pro-environmental behaviors
Prince, H.E., (2017). Outdoor experiences and sustainability. Journal of Adventure Education and Outdoor Learning, 17(2),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)'Love honey, hate honey bees': Reviving biophilia of elementary school students through environmental education program
Integrating cognitive and emotional goals in environmental education program significantly improved affinity toward nature
Cho, Y., Lee, D., (2018). 'Love honey, hate honey bees': Reviving biophilia of elementary school students through environmental education program. Environmental Education Research, 24(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. 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),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,Knowledge of neighborhood nature is associated with strong sense of place among Milwaukee youth
Neighborhood nature may help create a strong sense of place in youth
Kroencke, R., Hormann, K., Heller, E., Bizub, J., Zetts, C., Beyer, K., (2015). Knowledge of neighborhood nature is associated with strong sense of place among Milwaukee youth. Children, Youth and Environments Quarterly, 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),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),Children's discourses of natural spaces: Considerations for children's subjective well-being
Engagement with nature has a significant influence on children’s social and emotional well-being
Adams, S., Savahl, S., (2017). Children's discourses of natural spaces: Considerations for children's subjective well-being. Child Indicators Research, 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, 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),Earth at rest: Aesthetic experience and students' grounding in science education
Aesthetic experiences integrated into science education can heighten children’s cognition and their engagement with the natural world
Østergaard, E., (2017). Earth at rest: Aesthetic experience and students' grounding in science education. Science and EducationMechanisms of children's exposure to nature: Predicting adulthood environmental citizenship and commitment to nature-based activities
Children’s self-exposure to nature is a strong predictor of adulthood environmental citizenship and a lifelong commitment to nature-based activities
Asah, S.T., Bengston, D.N., Westphal, L.M., Gowan, C.H., (2018). Mechanisms of children's exposure to nature: Predicting adulthood environmental citizenship and commitment to nature-based activities. Environment and Behavior, 50(7),Multiple environments: South Indian children's environmental subjectivities in formation
Children’s environmental subjectivities develop through a complex interplay between various aspects of their lives
de Hoop, E., (2017). Multiple environments: South Indian children's environmental subjectivities in formation. Children's Geographies, 15(5),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,Direct learning about nature in 6-year-old children living in urban and rural environments and the level of their knowledge and skills
Living in and having direct contact with natural environments can help young children develop nature-related knowledge and skills
Nazaruk, S.K., Klim-Klimaszewska, A., (2017). Direct learning about nature in 6-year-old children living in urban and rural environments and the level of their knowledge and skills. Journal of Baltic Science Education, 16(4),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),Specificities of French community gardens as environmental stewardships
Participation in urban community gardens can enhance relationships toward nature and among people
Torres, A.C., Nadot, S., Prevot, A-C, (2017). Specificities of French community gardens as environmental stewardships. Ecology and Society, 22(3)Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour
While connectedness to nature and environmental knowledge, together, promote ecological behavior, connectedness to nature is the stronger motivator
Otto, S., Pensini, P., (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Global Environmental Change, 47,Learning leadership: Becoming an outdoor leader
First-time outdoor leadership is transformational and involves two major foci: interpersonal and intrapersonal relationships
Enoksen, E., Lynch, P., (2018). Learning leadership: Becoming an outdoor leader. Journal of Adventure Education and Outdoor Learning, 18(2),"Trees have a soul too!" Developing empathy and environmental values in early childhood
Preschool children can develop empathy for non-human beings, can feel the need to protect them, and recognize their intrinsic value
Lithoxoidou, L.S., Georgopoulos, A.D., Dimitriou, A. Th., Xenitidou, S.Ch., (2017). "Trees have a soul too!" Developing empathy and environmental values in early childhood. The International Journal of Early Childhood Environmental Education, 5(1),"We can keep the fire burning": Building action competence through environmental justice education in Uganda and Germany
Multi-national projects can be effective in building on cultural and social diversity to help young people become confident and capable environmental actors
Dittmer, L., Mugagga, F., Metternich, A., Schweizer-Ries, P., Asiimwe, G., Riemer, M., (2018). "We can keep the fire burning": Building action competence through environmental justice education in Uganda and Germany. Local Environment, 23(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 ChildhoodMADE POSSIBLE WITH SUPPORT FROM:
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