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Connecting high school students with nature – How different guided tours in the zoo influence the success of extracurricular educational programs
Zoo-based education programs can be effective in promoting connection to nature for high school students
Kleespies, M.W., Gübert, J., Popp, A., Hartmann, N., Dietz, C., Spengler, T., Becker, M., Dierkes, P.W., (2020). Connecting high school students with nature – How different guided tours in the zoo influence the success of extracurricular educational programs. Frontiers in Psychology, 11Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss
Research on connection with nature and coping with environmental change can benefit from integration
Chawla, L., (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and NatureWhat is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence
Integrated approaches used by schools to promote both human health and environmentally aware students are underexplored, and evidence of their effectiveness remain fragmented
Proctor, R., Guell, C., Wyatt, K., Williams, A. J., (2020). What is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence. Health & Place, 64Greening schoolyards - An urban resilience perspective
Using a resilience frame to explore greening schoolyard initiatives can support the strengthening of systems at different scales
Flax, L., Altes, R. K., Kupers, R., Mons, B., (2020). Greening schoolyards - An urban resilience perspective. Cities, 106Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations
Educational gardens offer appropriate real-life contexts for science and environmental teaching from preschool through higher education
Eugenio-Gozalbo, M., Aragón, L., Ortega-Cubero, L., (2020). Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations. Frontiers in Psychology, 11,Greening for academic achievement: Prioritizing what to plant and where
Trees on and near school grounds are positively linked to academic achievement of sixth-grade students
Kuo, M., Klein, S. E., Browning, M. H., Zaplatosch, J., (2021). Greening for academic achievement: Prioritizing what to plant and where. Landscape and Urban Planning, 206The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project
Garden-based projects can be effective in promoting preschool children’s scientific and nature-friendly attitudes
Kim, K. J., Jung, E., Han, M., Sohn, J., (2020). The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project. Journal of Research in Childhood Education, 34(4),Children’s preferences for schoolyard features and understanding of ecosystem service innovations – A study in five Swedish preschools
Swedish preschoolers generally ignored new features installed at their schools to enhance biodiversity, perhaps due to their lack of involvement in the process
Almer, E., Askerlund, P., Samuelsson, T., Waite, S., (2020). Children’s preferences for schoolyard features and understanding of ecosystem service innovations – A study in five Swedish preschools. Journal of Adventure Education and Outdoor LearningA national research agenda supporting green schoolyard development and equitable access to nature
Green schoolyards can be a tool for equitable access to nature, but more coordinated research and action are required
Stevenson, K.T., Moore, R., Cosco, N., Floyd, M.F., Sullivan, W., Brink, L., Gerstein, D., Jordan, C., Zaplatosch, J., (2020). A national research agenda supporting green schoolyard development and equitable access to nature. Elementa: Science of the Anthropocene, 8(10)Promoting children-nature relations through play-based learning in ecotourism sites
Adults play an essential role in influencing children’s learning about nature and forming positive relationships with nature.
King, H., García-Rosell, J., Noakes, S., (2020). Promoting children-nature relations through play-based learning in ecotourism sites. Journal of Teaching in Travel & Tourism, 20(3),The impact of school gardens on youth social and emotional learning: A scoping review
Some research suggests that school garden programs may promote social emotional learning, yet more rigorous studies are needed to investigate this assertion
Lohr, A. M., Krause, K. C., McClelland, J., Gorden, N. V., Gerald, L. B., Casino Jr, V. D., Wilkinson-Lee, A., Carvajal, S. C., (2020). The impact of school gardens on youth social and emotional learning: A scoping review. Journal of Adventure Education and Outdoor Learning,Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature
Green schoolyards are associated with greater nature contact, restorativeness, positive attitudes toward nature and connection to nature
Luís, S., Dias, R., Lima, M. L., (2020). Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature. Frontiers in Psychology, 11Children's augmented storying in, with and for nature
Augmented storying can invite positive interactions with nature
Kumpulainen, K., Byman, J., Renlund, J., Wong, C. C., (2020). Children's augmented storying in, with and for nature. Education Sciences, 10(149),School ground pedagogies for enriching children's outdoor learning
Outdoor learning can broaden and transform curriculum and pedagogy in place-oriented ways
Green, M., Rayner, M., (2020). School ground pedagogies for enriching children's outdoor learning. International Journal of Primary, Elementary and Early Years Education,School greening: Right or privilege? Examining urban nature within and around primary schools through an equity lens
Considering multiple indicators of green infrastructure and different dimensions of equity may help reduce disparities in urban children’s access to nature
Baro, F., Camacho, D. A., Del Pulgar, C. P., Triguero-Mas, M., Anguelovski, I., (2021). School greening: Right or privilege? Examining urban nature within and around primary schools through an equity lens. Landscape and Urban Planning, 208The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study
A school-based nature education program had a significant positive effect on the health-related quality of life of low-income youth
Sprague, N. L., Ekenga, C. C., (2021). The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study. Journal of Public Health,Impact of outdoor nature‐related activities on gut microbiota, fecal serotonin, and perceived stress in preschool children: The Play & Grow randomized controlled trial
Exposure to bacteria in natural environments could be beneficial to behavioral outcomes for young children
Sobko, T., Liang, S., Cheng, W. H. G., Tun, H. M., (2020). Impact of outdoor nature‐related activities on gut microbiota, fecal serotonin, and perceived stress in preschool children: The Play & Grow randomized controlled trial. Scientific Reports, 10Growing a garden-based approach to art education
Garden-based art education programs can promote environmental awareness and advocacy
Inwood, H., Sharpe, J., (2018). Growing a garden-based approach to art education. Art Education, 71(4),Fostering connections to nature - Strategies for community college early childhood teachers
Nature-focused activities embedded in a preservice teacher program can promote knowledge, skills, and dispositions for early childhood nature education
Murphy, D., (2017). Fostering connections to nature - Strategies for community college early childhood teachers. The New Educator, 13(3),"Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency
Arts-based environmental education can be effective in promoting nature connectedness and pro-environmental agency
Raatikainen, K. J., Juhola, K., Huhmarniemi, M., Peña-Lagos, H., (2020). "Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency. Ecosystems and People, 16(1),Green schoolyards in low-income urban neighborhoods: Natural spaces for positive youth development outcomes
Increases in activity and social interaction linked to schoolyard greening in low-income neighborhoods were maintained over time
Bates, C. R., Bohnert, A. M., Gerstein, D. E., (2018). Green schoolyards in low-income urban neighborhoods: Natural spaces for positive youth development outcomes. Frontiers in Psychology, 9Outcomes of art-based environmental education in the Hudson River Watershed
An arts-based environmental education program increases students’ environmental knowledge and provides an avenue for advocacy
Schneller, A. J., Harrison, L. M., Adelman, J., Post, S., (2021). Outcomes of art-based environmental education in the Hudson River Watershed. Applied Environmental Education and Communication, 20(1),Parental perspectives on green schoolyards: Advantages outweigh disadvantages, but willingness to help is limited
Parents consider the advantages of green schoolyards to outweigh the disadvantages, but cite lack of time as a barrier to their more active involvement.
van Dijk-Wesselius, J. E., Having, D., de Koning, M., Maas, J., van den Berg, A. E., (2021). Parental perspectives on green schoolyards: Advantages outweigh disadvantages, but willingness to help is limited. Children's Geographies, 19(2),Assessing challenges and opportunities for schools’ access to nature in England
Schools can mitigate children’s declining contact with nature, but various spatial, cultural, and social factors tend to impede the process
Walker, E., Bormpoudakis, D., Tzanopoulos, J., (2021). Assessing challenges and opportunities for schools’ access to nature in England. Urban Forestry & Urban GreeningGreen space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior
School green space supports children’s pro-environmental behavior
Liu, W., Chen, J., (2021). Green space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior. Children, Youth and Environments, 31(1),Evaluating a green schoolyard transformation: A protocol utilizing the RE-AIM framework
Use of a field-tested evaluation protocol can augment the evidence base for the green schoolyard movement as a health-promotion strategy
Gerstein, D. E., Bates, C. R., Bohnert, A. M., (2021). Evaluating a green schoolyard transformation: A protocol utilizing the RE-AIM framework. Children, Youth and Environments, 31(1),The physical characteristics of children's preferred natural settings in primary school grounds
The type, context, and condition of natural settings should be considered in the design and management of school grounds
Aminpour, F., (2021). The physical characteristics of children's preferred natural settings in primary school grounds. Urban Forestry & Urban GreeningPotential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran
School gardens can positively impact students' knowledge and attitude, and help them gain valuable experiences
Amiri, A., Geravandi, S., Rostami, F., (2021). Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran. Urban Forestry & Urban GreeningThe school garden: A social and emotional place
Garden-based learning may promote positive emotions and cooperative behavior
Pollin, S., Retzlaff-Fürst, C., (2021). The school garden: A social and emotional place. Frontiers in Psychology, 12The effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality
Contact with nature during outdoor environmental education promotes students’ wellbeing, connectedness to nature, and pro-sociality
Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M., Carrus, G., (2021). The effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12Renaturing the city: Factors contributing to upscaling green schoolyards in Amsterdam and The Hague
A combination of factors presents barriers to the successful up-scaling of green schoolyards
Giezen, M., Pellerey, V., (2021). Renaturing the city: Factors contributing to upscaling green schoolyards in Amsterdam and The Hague. Urban Forestry & Urban Greening, 63‘It’s not for people like (them)’: structural and cultural barriers to children and young people engaging with nature outside schooling
Structural and cultural barriers hinder the engagement of children and youth with nature outside of school time
Waite, S., Husain, F., Scandone, B., Forsyth, E., Piggott, H., (2021). ‘It’s not for people like (them)’: structural and cultural barriers to children and young people engaging with nature outside schooling. Journal of Adventure Education and Outdoor LearningIncreased exposure to nature reduces elementary students’ anxiety
A nature-based guidance program was effective at reducing anxiety among third grade students
Rıan, S. W., Coll, K. M., (2021). Increased exposure to nature reduces elementary students’ anxiety. EcopsychologyEnhancing nature connection and positive affect in children through mindful engagement with natural environments
Nature-focused mindfulness activities can promote children’s nature connection and affective wellbeing
Barrable, A., Booth, D., Adams, D., Beachamp, G., (2021). Enhancing nature connection and positive affect in children through mindful engagement with natural environments. International Journal of Environmental Research and Public Health, 18Educators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development
Virtual school garden exchange offers an approach to education for sustainable development that uses technology to support global partnerships
Lochner, J., (2021). Educators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development. Environmental Education Research, 27(8),From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors
Specific features of outdoor spaces support greater frequency and complexity of preschoolers’ sociodramatic play
Robertson, N., Morrissey, A., Moore, D., (2019). From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors. Children's GeographiesOutdoor education in Italian kindergartens: How teachers perceive child developmental trajactories
Outdoor education activities seem to offer greater opportunities than indoor activities for promoting young children’s development
Agostini, F., Minelli, M., Mandolesi, R., (2018). Outdoor education in Italian kindergartens: How teachers perceive child developmental trajactories. Frontiers in Psychology, 9Early childhood environmental education: A systematic review of the research literature
Review of the early childhood environmental education literature presents overwhelmingly strong evidence of positive child development and environmental outcomes
Ardoin, N. M., Bowers, A. W., (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31Exploring geographical, curricular, and demographic factors of nature use by children in urban schoolyards in Raleigh, NC, USA
Simply providing nature-rich areas in schoolyards cannot guarantee the use of natural spaces by children and teachers
Zhang, Z., Stevenson, K. T., Martin, K. L., (2021). Exploring geographical, curricular, and demographic factors of nature use by children in urban schoolyards in Raleigh, NC, USA. Urban Forestry & Urban Greening, 65Finnish student teachers’ ideas of outdoor learning
Finnish student teachers’ ideas align with reforms promoting sustainability and outdoor learning
Ratinen, I., Sarivaara, E., Kuukkanen, P., (2021). Finnish student teachers’ ideas of outdoor learning. Journal of Adventure Education and Outdoor LearningGreen schoolyard renovations in low‐income urban neighborhoods: Benefits to students, schools, and the surrounding community
Green schoolyards may be “particularly powerful drivers of health equity by promoting well‐being at the level of the individual, school, and community.”
Bohnert, A. M., Nicholson, L. M., Mertz, L., Bates, C. R., Gerstein, D. E., (2021). Green schoolyard renovations in low‐income urban neighborhoods: Benefits to students, schools, and the surrounding community. American Journal of Community Psychology,Pedagogies of outdoor spaces: An early childhood educator professional learning journey
Some early childhood educators may need extended professional development to help them appreciate the value of nature-rich environments for young children
Wishart, L., Rouse, E., (2019). Pedagogies of outdoor spaces: An early childhood educator professional learning journey. Early Child Development and Care, 189(14),Equally green? Understanding the distribution of urban green infrastructure across student demographics in four public school districts in North Carolina, USA
Schools can help mitigate environmental injustices suffered by low-income, high minority communities by increasing greenness on their property
Zhang, Z., Martin, K. L., Stevenson, K. T., Yao, Y., (2021). Equally green? Understanding the distribution of urban green infrastructure across student demographics in four public school districts in North Carolina, USA. Urban Forestry & Urban Greening, 67Use of gardening programs as an intervention to increase children’s visual-motor integration
Male preschoolers may respond especially well to gardening programs in developing visual-motor integration
Sommerfeld, A. J., McFarland, A., Waliczek, T. M., Zajicek, J., (2021). Use of gardening programs as an intervention to increase children’s visual-motor integration. HortTechnology, 31(5)Engaging school and family in Navajo gardening for health: Development of the Yéego intervention to promote healthy eating among Navajo children
Integrating Navajo traditions into the school’s nutrition and gardening lessons may help reduce obesity among Navajo children
Ornelas, I. J., Rudd, K., Bishop, S., Deschenie, D., Brown, E. Fred, Lombard, K., Beresford, S. A. A., (2021). Engaging school and family in Navajo gardening for health: Development of the Yéego intervention to promote healthy eating among Navajo children. Health Behavior and Policy Review, 8(3),Vegetation cover within and around schools in Santiago de Chile: Are schools helping to mitigate urban vegetation inequalities?
Schools in Santiago, Chile mimic the vegetation inequalities seen throughout the city
Fernández, I.C., Pérez-Silva, R., Villalobos-Araya, E., (2022). Vegetation cover within and around schools in Santiago de Chile: Are schools helping to mitigate urban vegetation inequalities?. Urban Forestry & Urban Greening, 70Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying
Engaging children in digital storying can support children in expressing and sharing their emotional experiences.
Byman, J., Kumpulainen, K., Wong, C., Renlund, J., (2022). Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying. Literacy, 56(1)Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis
A synthesis of global research shows that environmental education is effective for children and adolescents, yet little is known about the conditions and approaches that make it effective.
van de Wetering, J., Leijten, P, Spitzer, J., Thomaes, S., (2022). Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis. Journal of Environmental PsychologyNature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review
Nature-based early childhood education may support children’s growth in multiple areas of social, emotional, and cognitive development
Johnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Reilly, J. J., Thomson, H., Wells, V., McCrorie, P., (2022). Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review. International Journal of Environmental Research and Public Health, 19MADE POSSIBLE WITH SUPPORT FROM:
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