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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),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),"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),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 ResearchAffordances 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),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),'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. 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),Eco-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),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,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, 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),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),Stress in school. Some empirical hints on the circadian cortisol rhythm of children in outdoor and indoor classes
Participating in outdoor education classes on a regular basis has a positive effect on children’s stress responses
Dettweiler, U., Becker, C., Auestad, B.H., Simon, P., Kirsch, P., (2017). Stress in school. Some empirical hints on the circadian cortisol rhythm of children in outdoor and indoor classes. International Journal of Environmental Research and Public Health, 14(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),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),MADE POSSIBLE WITH SUPPORT FROM:
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