Research Library
151 - 200 of 360 Search Results
You searched for:
- Methods
- Outcomes
Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity
Biodiverse edible schools link local urban nature and healthy food
Fischer, L.K., Brinkmeyer, D., Karle, S.J., Cremer, K., Huttner, E., Seebauer, M., Nowikow, U., Schutze, B., Voigt, P., Volker, S., Kowarik, I., (2018). Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity. Urban Forestry & Urban GreeningNurture 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),Children's interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus
Attending to student psychological needs may increase effectiveness of environmental education programs in promoting pro-environmental motivation and intention
Christodoulou, A., Korfiatis, K., (2018). Children's interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus. Applied Environmental Education & CommunicationAnalyzing 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,Affordances guiding Forest School practice: The application of the ecological dynamics approach
Ecological Dynamics, with its focus on affordances and the person-environment relationship, could enhance Forest School practice
Sharma-Brymer, V., Brymer, E., Gray, T., Davids, K., (2018). Affordances guiding Forest School practice: The application of the ecological dynamics approach. Journal of Outdoor and Environmental Education, 21,Obstacles for school garden program success: Expert consensus to inform policy and practice
A consensus-driven process for identifying obstacles to the success of school gardens can inform policy and practice
Diaz, J.M., Warner, L.A., Webb, S., Barry, D., (2019). Obstacles for school garden program success: Expert consensus to inform policy and practice. Applied Environmental Education & Communication, 18(3),Early childhood education in the outdoors in Aotearoa New Zealand
Indigenous Māori worldviews can give meaning and contextualized authenticity to forest school approaches in early childhood education in Aotearoa, New Zealand
Alcock, S., Ritchie, J., (2018). Early childhood education in the outdoors in Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21,The carry-over effects of school gardens on fruit and vegetable availability at home: A randomized controlled trial with low-income elementary schools
School gardens, especially if implemented at a young age, have the potential to affect the availability of fruits and vegetables in the home environment
Wells, N.M., Meyers, B.M., Todd, L.E., Henderson, C.R., Barale, K., Gaolach, B., Ferenz, G., Aitken, M., Tse, C.C., Ostlie Pattison, K., Hendrix, L., Carson, J.B., Taylor, C., Franz, N.K., (2018). The carry-over effects of school gardens on fruit and vegetable availability at home: A randomized controlled trial with low-income elementary schools. Preventive MedicineFirst Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools
Incorporating First Nations pedagogy in Forest Schools in Canada requires an appreciation of imitative learning
MacEachren, Z., (2018). First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools. Journal of Outdoor and Environmental Education, 21,A critique of "Forest School" or something lost in translation
Contributions of Forest School to outdoor education can be enhanced by deep explorations into its cultural and theoretical meaning
Leather, M., (2018). A critique of "Forest School" or something lost in translation. Journal of Outdoor and Environmental Education, 21(5),Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies
Nature kindergarten programs in Victoria, Australia are built around local conditions and influences versus imported Forest School practices
Christiansen, A., Hannan, S., Anderson, K., Coxon, L., Fargher, D., (2018). Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies. Journal of Outdoor and Environmental Education, 21(1),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)A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence
School gardens benefit students and adults in various ways, yet more robust evidence is needed to promote school gardening programs as public health interventions
Ohly, H., Gentry, S., Wigglesworth, R., Bethel, A., Lovell, R., Garside, R., (2016). A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence. BMC Public Health, 16(1)Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences
Forest gardens in urban settings can promote outdoor education goals with less investment of resources than for traditional school gardening and forest excursions
Almers, E., Askerlund, P., Kjellstrom, S., (2018). Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences. The Journal of Environmental Education, 49(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 EducationSustaining schoolyard pedagogy through community academic partnerships
Schoolyard-focused community academic partnerships can be effective in enhancing students’ understanding of ecological principles and increasing their awareness of environmental issues
Breunig, M.C., (2017). Sustaining schoolyard pedagogy through community academic partnerships. Leisure/Loisir, 41(3),Children on green schoolyards: Nature experience, preferences, and behavior
Nature experiences occur on green schoolyards, but nature-related preferences and behaviors differ by age and gender
Raith, A., (2017). Children on green schoolyards: Nature experience, preferences, and behavior. Children, Youth and Environments, 27(1),The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors
Young children from disadvantaged backgrounds participating in a 3-year Forest School show increased well-being and academic development
McCree, M., Cutting, R., Sherwin, D., (2018). The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors. Early Child Development and Care, 188(7),Discussing Nature, 'Doing' Nature: For an emancipatory approach to conceptualizing young people's access to outdoor green space
Active engagement with green space can shift children’s view of nature from being abstract and inaccessible to a place where, even children with disabilities, can feel connected to the natural environment
Von Benzon, N., (2018). Discussing Nature, 'Doing' Nature: For an emancipatory approach to conceptualizing young people's access to outdoor green space. Geoforum, 93,Modeling child-nature interaction in a nature preschool: A proof of concept
Child–nature interaction can be modeled in a nature preschool based on interaction patterns
Kahn, P.H., Weiss, T., Harrington, K., (2018). Modeling child-nature interaction in a nature preschool: A proof of concept. Frontiers in Psychology, 9A 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. LiteracyYoung children claiming their connection with nonhuman nature in their schoolground
Four-year-old children express an authentic need for connecting with nonhuman nature in their schoolground
Tsevreni, I., Tigka, A., (2018). Young children claiming their connection with nonhuman nature in their schoolground. Children, Youth and Environments, 28(1),Stress response and cognitive performance modulation in classroom versus natural environments: A quasi-experimental pilot study with children
The stress-reducing influence of natural environments may be situation-specific
Mygind, L., Stevenson, M.P., Liebst, L.S., Konvalinka, I., Bentsen, P., (2018). Stress response and cognitive performance modulation in classroom versus natural environments: A quasi-experimental pilot study with children. International Journal of Environmental Research and Public Health, 15(6)What is different about Forest School? Creating a space for an alternative pedagogy
The divergence and freedoms inherent in Forest School may contribute to the well-being of participants
Waite, S., Goodenough, A., (2018). What is different about Forest School? Creating a space for an alternative pedagogy. Journal of Outdoor and Environmental Education, 21(1),Characteristics of forest sites used by a Danish forest preschool
Loose parts and shielded places are highly-desired features of forest sites for preschool children
Lerstrup, I., Refshauge, A.D., (2016). Characteristics of forest sites used by a Danish forest preschool. Urban Forestry & Urban Greening, 20(1),Listening in: Spontaneous teacher talk on playscapes
Nature-based events tend to elicit science-relevant teacher talk
Kloos, H,, Maltbie, C., Brown, R., Carr, V., (2018). Listening in: Spontaneous teacher talk on playscapes. Creative Education, 9,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 PracticeA haven of green space: Learning from a pilot pre-post evaluation of a school-based social and therapeutic horticulture intervention with children
Horticultural intervention using garden-based activities may be effective in promoting mental and emotional well-being of children experiencing emotional and social difficulties
Chiumento, A., Mukherjee, I., Chandna, J., Dutton, C., Rahman, A., Bristow, K., (2018). A haven of green space: Learning from a pilot pre-post evaluation of a school-based social and therapeutic horticulture intervention with children. BMC Public Health, 18Illnesses and injuries at nature preschools
Nature preschools are safe for young children
Frenkel, H., Tandon, P., Frumkin, H., Vander Stoep, A., (2018). Illnesses and injuries at nature preschools. Environment and BehaviorParticipatory 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,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),Nature-based learning for student achievement and ecological citizenship
Nature-based learning recognizes and addresses the needs of both students and the natural world
Chawla, L., (2018). Nature-based learning for student achievement and ecological citizenship. Curriculum and Teaching Dialogue, 20(1 & 2)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),School gardens in the United States: Current barriers to integration and sustainability
Time and staff concerns are primary barriers to school gardening success
Burt, K.G., Luesse, H.B., Rakoff, J., Ventura, A., Burgermaster, M., (2018). School gardens in the United States: Current barriers to integration and sustainability. American Journal of Public HealthThe 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,Nature contact at school: The impact of an outdoor classroom on children's well-being
Outdoor classrooms can be used for increasing nature contact and promoting student well-being
Largo-Wight, E., Guardino, C., Wludyka, P.S., Hall, K.W., Wight, J.T., Merten, J.W., (2018). Nature contact at school: The impact of an outdoor classroom on children's well-being. International Journal of Environmental Health Research, 28(6),Learning in the Finnish outdoor classroom: Pupils' views
Reflection on learning may raise students’ awareness of what they’re learning in an outdoor setting
Sjoblom, P., Svens, M., (2019). Learning in the Finnish outdoor classroom: Pupils' views. Journal of Adventure Education and Outdoor Learning,, 19(4),Playing with mud - becoming stuck, becoming free?... The negotiation of gendered/class identities when learning outdoors
More-than-humans, along with gender and class expectations, shape children’s nature-related experiences
Mycock, K., (2019). Playing with mud - becoming stuck, becoming free?... The negotiation of gendered/class identities when learning outdoors. Children's Geographies, 17(4),From aversion to affinity in a preschooler's relationships with nature
Social relationships and direct experiences with nature serve as catalysts in shaping a child’s connections with nature
Kharod, D., Arreguín-Anderson, M.G., (2018). From aversion to affinity in a preschooler's relationships with nature. EcopsychologyInconsistencies 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,, 3Mutual experiences: Understanding children's play in nature through sensory ethnography
Mutual experiences can deepen researchers’ understanding of children’s play in a natural environment
Sanderud, J.R., (2020). Mutual experiences: Understanding children's play in nature through sensory ethnography. Journal of Adventure Education and Outdoor Learning, 20(2),Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes
Naturalized playspaces can potentially provide equivalent or greater affordances for a range of physical activities compared to traditional playspaces with standard equipment
Wishart, L., Cabezas-Benalcázar, C., Morrissey, A-N., Versace, V.L., (2019). Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes. Landscape Research, 44(8),Developing a nature-based four-year-old kindergarten program: OAK Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA)
Developers of a nature-based public preschool describe its development and perceptions of success in academic, physical, social and emotional development and connectedness to nature realms
Ashmann, S., (2018). Developing a nature-based four-year-old kindergarten program: OAK Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA). International Journal of Early Childhood Environmental Education, 6(1),Early childhood educators' perceptions of play and inquiry on a nature playspace
Early childhood educators describe a nature playscape as an environment that supports the holistic development of children
Schlembach, S., Kochanowski, L., Brown, R.D., Carr, V., (2018). Early childhood educators' perceptions of play and inquiry on a nature playspace. Children, Youth and Environments, 28(2),Growing a nature kindergarten that can flourish
Guiding principles for developing a nature kindergarten focused on place-based learning, environmental stewardship, Indigenous ways of knowing, and an emergent curriculum
Elliot, E., Krusekopf, F., (2018). Growing a nature kindergarten that can flourish. Australian Journal of Environmental EducationExploring urban design strategies that maximize the benefits of urban nature for children's well-being
Integrating high-quality natural areas into dense urban settings offers benefits to children, other community members, the municipality, and the natural environment
Mangone, G., (2018). Exploring urban design strategies that maximize the benefits of urban nature for children's well-being. Ecopsychology, 10(4)MADE POSSIBLE WITH SUPPORT FROM:
MADE POSSIBLE WITH ONGOING SUPPORT FROM:
A collaborative research library of:
Connect to more resources through our eeResearch collaboration with the North American
Association for Environmental Education, combining articles, syntheses and research summaries
for the field of environmental education and the children and nature movement.
SUPPORT OUR WORK
Help us make sure that all children live, learn and grow with nature in their daily lives.
Donate Membership