Stanford Key Findings about Benefits from EE/OL |
Frontiers Special Edition: The Natural World as a Resource |
“As a result of the curriculum initiative, education officials found that students felt hopeless and disempowered. The problems were seemingly so widespread and beyond their control that the students tended to turn away from, rather than face up to, participating in local attempts at problem-solving.” |
When asked what motivated them to take action to protect the environment, the majority of respondents told of nature experiences as a child, and of an older relative who affirmed their interest in nature. Education, vocation, organizations, witnessing habitat destruction or pollution, and a sense of social justice were other motivations. Source: Louise Chawla, "Learning to Love the Natural World Enough to Protect It," 2006.
The value of project-based learning (PBL) in high-poverty communities has been revealed by research. Participation in PBL can improve performance in academic areas compared to a control group that received traditional classroom instruction. Source: Nell Duke and Anne-Lise Halvorsen, "The Impact of Project-Based Learning on Student Achievement," 2017.
Outdoor spaces can be assets for learning during the COVID-19 pandemic due to greater air circulation, more opportunities for distancing, and a reduced need for surface disinfection Sources: CDC, Green Schoolyards America, Ten Strands, Lawrence Hall of Science, BEETLES.
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Project-based learning (PBL) was found to positively affect environmental attitudes. Students said PBL helped them gain confidence solving problems and contributed to "permanent learning."
Murat Ginc, "The Project-based Learning Approach in Environmental Education," International Research in Geographical and Environmental Education 24(2):105-117, Dec. 2014. Research on how children learn science led to the design of a three dimensional approach that engages children in use of science and engineering practices, making sense of core ideas, and understanding connections between those ideas. Source: National Academies Press, "Framework for K-12 Science Education," 2011.
Both children's health and academic performance are improved through learning outdoors. Source: Children And Nature Network, "Building a National Movement: Green Schoolyards for Healthy Communities"
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Childhood experiences exploring "wild" nature as well as hiking, camping, hunting and - to a lesser extent - domestic nature experiences such as gardening, had the highest correlation to pro-environmental behaviors and attitudes in adulthood. Surprisingly, school-based environmental education experiences were found to have no correlation to future environmental attitudes or behaviors.
Nancy Wells and Kristi Lekies, "Nature and the Lifecourse: Pathways from Childhood Nature Experiences to Adult Environmentalism," 2006. ![]() |
To learn more about the history of Race, Class, Gender and Environmentalism, click the link to read Dorceta Taylor's seminal research on this topic.
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Girls who spent just 6-10 days learning outside were more likely to keep their science grades up and understand how science works than girls who learned indoors. Source: Kathryn T. Stevenson, Rachel E. Szczytko, Sarah J. Carrier & M. Nils Peterson (2021) How outdoor science education can help girls stay engaged with science, International Journal of Science Education |
At early ages, girls and children of color are highly interested in STEM learning, though they are less well represented in the STEM field as they age. STEM projects that focus on real-world social and environmental justice outcomes engage and retain girls and children of color in STEM learning. Source:
Ebony McGee, "The Equity Ethic: Black and Latinx Students Re-engineer their Careers toward Justice," 2018. |
Children of color and all girls are underrepresented in STEM college majors and career paths. Yet "girls and underrepresented youth feel strongly about creating impact to serve their communities and the wider world. This means that recruiting should focus on marketing the impact that girls can have through STEM first, with less focus on gadgets and technical toys." Source: Sammet, K. & Kekelis, L., 2016. Changing the Game for Girls in STEM: Findings on High Impact Programs and System-Building Strategies
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Misalignment between learners' lived experiences and how environmental education is taught can result in passivity and detachment. Source:
Albert Zyer and Elin Kelsey, "Environmental Education in a Cultural Context," International Handbook of Research on Environmental Education (pp.206-212), 2013. |
Being well-informed about environmental systems and issues does not result in making choices or taking actions to protect the earth. Bite-sized, student-directed projects contribute to children's sense of "self-efficacy" and feeling that they can make a difference in the world (their "locus of control").
“When children have satisfying experiences in the world nearby, they are motivated to explore further; and with each feature of the environment that they come to understand and each challenge that they overcome, they build greater levels of environmental knowledge and personal competence.” Source: Louise Chawla, "Growing Up Green: Becoming an Agent of Care for the Natural World." |
"The ethical environmental educator seeks to let learners figure things out for themselves based on evidence and investigation." This article about self-efficacy in environmental problem-solving references Hart's Ladder of Participation as a measure of student engagement. The author also makes the case for philanthropists to support student efforts through funding, mentoring, and power-sharing. Source: Charles Orgbon, "Youth-Grown Environmental Solutions," 2019.
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Simply providing nature-rich areas in schoolyards does not guarantee use of natural spaces by children or teachers. Professional development for teachers is a key factor in whether wooded areas are used for outdoor learning. Source: 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, 65
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![]() Relevant EE & Outdoor Learning
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Children & Nature Network offers an indexed research library on nature experience, environmental education and outdoor learning. Access to research articles is free.
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The Council of Outdoor Learning (CoOL) is an EEA initiative that focuses on the design, development, use, sustainability, and longevity of outdoor learning environments at schools, nature centers, and elsewhere; and promotes research-informed practices for effective student and environmental outcomes. CoOL provides a Toolkit for creating outdoor learning spaces, hosts an annual Outdoor Learning Symposium to share resources and strategies for teaching outdoors, curates a collection of outdoor learning activities that are integrated with state standards, supports OL providers, and offers customized professional development workshops and webinars for teachers and non-formal educators.
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Environmental Education Alliance, Inc.
P.O. Box 801066 | Acworth, GA 30101 EEA does not does not discriminate on the basis of race, color, national origin, sex, age, or disability in its program , activities, or employment. For more information on EEA's non-discrimination commitment click here . Grievance officer may be contacted at info@eealliance.org |
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