COUNCIL OF OUTDOOR LEARNING
WHAT RESEARCH TELLS US ABOUT
THE CASE FOR ENVIRONMENTAL ED & OUTDOOR LEARNING
Environmental Education & Outdoor Learning result in Academic Gains and Improved Health
Click below to read the research findings and analysis.
Stanford Key Findings about Benefits from EE/OL
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Frontiers Special Edition: The Natural World as a Resource
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WHAT RESEARCH TELLS US ABOUT
EFFECTIVE TEACHING PRACTICES IN EE / OUTDOOR LEARNING
Research-informed Practice in Environmental Education & Outdoor Learning
EEA advances research-informed teaching practices based on the ways children connect with nature and learn science, how people come to care about and prioritize the environment, and what factors affect one’s sense of hopelessness or empowerment in the face of environmental challenges.
The long and short of it? It's not enough for educators to impart knowledge about the environment or even to engage students in hands-on learning. Children need opportunities to experience and connect with nature; to conduct investigations and do authentic science while making sense of the environment; to identify and pose solutions for local, real world problems; and to lead and carry out environmental projects they design. Making a difference in the world empowers and motivates students to affect change.
Here are some key takeaways from recent research on environmental education and how these findings can improve the effectiveness of EE. Original papers can be access by clicking the images below.
The long and short of it? It's not enough for educators to impart knowledge about the environment or even to engage students in hands-on learning. Children need opportunities to experience and connect with nature; to conduct investigations and do authentic science while making sense of the environment; to identify and pose solutions for local, real world problems; and to lead and carry out environmental projects they design. Making a difference in the world empowers and motivates students to affect change.
Here are some key takeaways from recent research on environmental education and how these findings can improve the effectiveness of EE. Original papers can be access by clicking the images below.
Environmental Education Can Be Depressing and Disengaging
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“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.” |
Nature Experiences and Outdoor Learning Increase Student Engagement and Achievement
"The challenge for parents and educators is to match activities and engagements with the periods of development in childhood. First, children need to develop emotional empathy for the creatures of the natural world. Next, they need safe opportunities to explore their urban and rural landscapes, and finally, they need to have opportunities to work on problems in their local communities." David Sobel's Beyond Ecophobia: Reclaiming the Heart of Nature Education explains this phenomenon. Click on the image below to read an excerpt.
Nature Experiences & Outdoor Learning Can Contribute to A Lifelong Environmental Ethic
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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. 
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Pollution-related Health Issues, Exposure to Toxins, Hazardous Waste in Neighborhoods, and Hope for Social Justice are Also Pathways to a Lifelong Environmental Ethic
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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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The Way We Teach Can Increase Relevance for Students
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. |
The Way We Teach Can Empower Students to Solve Environmental Problems
and thereby increase their optimism and belief in their ability to make a difference in the world.
Graduated Challenges Improve Students' Knowledge, Competence, and Self-Efficacy
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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." |
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Environmental Stewardship is More Meaningful for Young People When Student-Directed
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"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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Childhood Experiences in "Wild Nature" Influence Adult Behaviors and Attitudes
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. The concept map below shows the correlations between childhood experiences and adult environmental attitudes and behaviors. Solid lines with numbers identify the extent of correlations. Dashed lines indicate no significant correlation. Source: Nancy Wells and Kristi Lekies, "Nature and the Lifecourse: Pathways from Childhood Nature Experiences to Adult Environmentalism," 2006.
Summary of Research Results
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The Gold Standard in Environmental Education & Outdoor Teaching:
- Inspire with "wild nature" experiences
- Engage with authentic and relevant investigations
- Empower through "voice and choice" to solve real-world problems
WHAT RESEARCH TELLS US ABOUT
SPACES AND SETTINGS FOR OUTDOOR LEARNING
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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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Learn More About . . .
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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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Recently featured in the Dragonfly Newsletter, from NAAEE EE Research
Increased exposure to nature reduces elementary students’ anxiety / A nature-based guidance program was effective at reducing anxiety among third grade students
ECOPSYCHOLOGY 2021
Anxiety tends to have short- and long-term detrimental effects on children’s physical and mental development. Previous studies have shown that time in nature can be an effective treatment for anxiety. Such studies, however, have generally involved adults. This study investigated the effect of nature-based guidance lessons on anxiety and connection to nature among elementary students. It was based, in part, on the understanding that increasing nature connection for children while at school could address equity issues relating to access to nature.
Four third-grade classes participated in the study. The classes were randomly assigned to control and experimental conditions. Both groups participated in a series of six guidance lessons from the Promoting Alternative THinking Strategies (PATHS) guidance curriculum being implemented at the school. The lessons were exactly the same for students in both groups, except that the experimental group received the lessons outdoors. Students in both groups completed assessments before and after participating in weekly guidance lessons over a period of six weeks. Two assessment measures were used: The Beck Anxiety Inventory for Youth (BAI-Y), a general measure of childhood anxiety; and the Connection to Nature Index (CNI), measuring connection to nature.
Results showed that the two groups (control and experimental) were basically equivalent on both measures prior to participating in the guidance lessons. After the six-week intervention period, the experimental group had significantly lower scores than the control group on the anxiety assessment. The experimental group decreased their anxiety scores at post-test by an average of 4.94 points; the control group increased by an average of 1.93 points. While students in both groups scored higher on connection to nature after participating in the guidance lessons, the experimental group scored slightly, but not significantly, higher than the control group.
This study found that “spending one extra class period outdoors per week significantly reduced anxiety among third graders during a time when anxiety was peaking for other students.” These results suggest that conducting guidance lessons in nature may be beneficial in terms of promoting student health and development. Because children from low SES backgrounds are at a greater risk for developing stress-related disorders than other children, providing more access to nature during school time could possibly address some health-related equity issues.
Citation
Rıan, S. W., & Coll, K. M.. (2021). Increased exposure to nature reduces elementary students’ anxiety. Ecopsychology . doi:http://dx.doi.org/10.1089/eco.2020.0070
ECOPSYCHOLOGY 2021
Anxiety tends to have short- and long-term detrimental effects on children’s physical and mental development. Previous studies have shown that time in nature can be an effective treatment for anxiety. Such studies, however, have generally involved adults. This study investigated the effect of nature-based guidance lessons on anxiety and connection to nature among elementary students. It was based, in part, on the understanding that increasing nature connection for children while at school could address equity issues relating to access to nature.
Four third-grade classes participated in the study. The classes were randomly assigned to control and experimental conditions. Both groups participated in a series of six guidance lessons from the Promoting Alternative THinking Strategies (PATHS) guidance curriculum being implemented at the school. The lessons were exactly the same for students in both groups, except that the experimental group received the lessons outdoors. Students in both groups completed assessments before and after participating in weekly guidance lessons over a period of six weeks. Two assessment measures were used: The Beck Anxiety Inventory for Youth (BAI-Y), a general measure of childhood anxiety; and the Connection to Nature Index (CNI), measuring connection to nature.
Results showed that the two groups (control and experimental) were basically equivalent on both measures prior to participating in the guidance lessons. After the six-week intervention period, the experimental group had significantly lower scores than the control group on the anxiety assessment. The experimental group decreased their anxiety scores at post-test by an average of 4.94 points; the control group increased by an average of 1.93 points. While students in both groups scored higher on connection to nature after participating in the guidance lessons, the experimental group scored slightly, but not significantly, higher than the control group.
This study found that “spending one extra class period outdoors per week significantly reduced anxiety among third graders during a time when anxiety was peaking for other students.” These results suggest that conducting guidance lessons in nature may be beneficial in terms of promoting student health and development. Because children from low SES backgrounds are at a greater risk for developing stress-related disorders than other children, providing more access to nature during school time could possibly address some health-related equity issues.
Citation
Rıan, S. W., & Coll, K. M.. (2021). Increased exposure to nature reduces elementary students’ anxiety. Ecopsychology . doi:http://dx.doi.org/10.1089/eco.2020.0070
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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 or activities. For more information on EEA's non-discrimination commitment click here . Grievance officer may be contacted at info@eealliance.org |