Abstract
This chapter will demonstrate how outdoor education can answer the call for science education reform while benefiting the whole child. It begins by outlining research on how outdoor experiences can provide science engagement benefits that last a lifetime. We then outline the specific science reforms that have been presented in the United States and globally to encourage lifelong science achievement.
Access provided by CONRICYT-eBooks. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
AAAS (American Association for the Advancement of Science). (1990). Science for All Americans. Washington, DC. Retrieved November 30, 2015, from http://www.project2061.org/publications/sfaa/online/sfaatoc.htm
AAAS (American Association for the Advancement of Science). (1993). Benchmarks for Science Literacy. Washington, DC. Retrieved November 30, 2015, from Http://www.project2061.org/publications/bsl/online/index.php
AAAS (American Association for the Advancement of Science). (2001). Atlas of Scientific Literacy. Washington, DC. Retrieved November 30, 2015, from http://www.project2061.org/publications/atlas/
AAAS (American Association for the Advancement of Science). (2007). Atlas of Scientific Literacy. Washington, DC. Retrieved November 30, 2015, from http://www.project2061.org/publications/atlas/
Anderson, D., & Zhang, Z. (2003). Teacher perceptions of field-trip planning and implementation. Visitor Studies Today, 6(3), 6–12.
Andersen, L., & Ward, T. J. (2014). Expectancy-value models for the STEM persistence plans of ninthgrade, high-ability students: A comparison between black, hispanic, and white students. Science Education, 98(2), 216–242.
Atkins, J. (2000). Girls Who Looked under Rocks: The lives of six pioneering naturalists. Nevada City, CA: Dawn.
Ballantyne, R., & Packer, J. (2005). Promoting environmentally sustainable attitudes and behaviour through free-choice learning experiences: What is the state of the game? Environmental Education Research, 11(3), 281–295.
Baram-Tsabari, A., & Yarden, A. (2008). Girls’ biology, boys’ physics: Evidence from free-choice science learning settings. Research in Science & Technological Education, 26(1), 75–92.
Barker, S., Slingsby, D., & Tilling, S. (2002). Teaching biology outside the classroom: Is it heading for extinction? FSC Occasional Publication, 72(May), 1–16.
Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental & Science Education, 3, 235–245.
Bixler, R. D., Carlisle, C. L., Hammltt, W. E., & Floyd, M. F. (1994). Observed fears and discomforts among urban students on field trips to wildland areas. The Journal of Environmental Education, 26(1), 24–33.
Brandenburg, A. M., & Carroll, M. S. (1995). Your place or mine? The effect of place creation on environmental values and landscape meanings. Society & Natural Resources, 8(5), 381–398.
Broussard, S. R., Jones, S. B., Nielson, L. A., & Flanagan, C. A. (2001). Forest stewardship education: Fostering positive attitudes in urban youth. Journal of Forestry, 99(1), 37–42.
Burriss, K., & Burriss, L. (2011). Outdoor play and learning: Policy and practice. International Journal of Education Policy and Leadership, 6(8), 1–12.
Cajete, G. (1999). Igniting the Sparkle: An indigenous science education model. Skyland, NC: Kivaki Press. Calabrese Barton, A., & Yang, K. (2000). The culture of power and science education: Learning from Miguel. Journal of Research in Science Teaching, 37(8), 871–889.
Carrier Martin, S. (2003). The influence of outdoor schoolyard experiences on students’ environmental knowledge, attitudes, behaviors, and comfort levels. Journal of Elementary Science Education, 15(2), 51–56.
Carrier, S. J. (2009). Environmental education in the schoolyard: Learning styles and gender. The Journal of Environmental Education, 40(3), 2–12.
Carrier, S. J., Thomson, M. M., Tugurian, L. P., & Stevenson, K. T. (2014). Elementary science education in classrooms and outdoors: Stakeholder views, gender, ethnicity, and testing. International Journal of Science Education, 36(13), 2195–2220.
Carrier, S. J., Tugurian, L. P., & Thomson, M. M. (2013). Elementary science indoors and out: Teachers, time, and testing. Research in Science Education, 43(5), 2059–2083.
CEP. (2007). Choices, Changes, and Challenges: Curriculum and instruction in NCLB era. Washington, DC: Center on Education Policy.
Chang, V., & Opotow, S. (2009). Conservation values, environmental identity, and moral inclusion in the Kunene Region, Namibia: A comparative study. Beliefs and Values: Understanding the Global Implications of Human Nature, 1, 79–89.
Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education, 31(1), 15–26.
Chawla, L. (2001). Significant life experiences revisited once again: Response to Vol. 5(4) “Five critical commentaries on significant life experience research in environmental education.” Environmental Education Research, 7(4), 451–461.
Chawla, L. (2006). Research methods to investigate significant life experiences: Review and recommendations. Environmental Education Research, 12(3–4), 359–374.
Chawla, L. (2009). Growing up green: Becoming an agent of care for the natural world. The Journal of Developmental Processes, 4(1), 6–23.
Chawla, L., & Cushing, D. (2007). Education for strategic environmental behavior. Environmental Education Research, 13(4), 437–452.
Cheng, J. C.-H., & Monroe, M. C. (2010). Connection to nature: Children’s affective attitude toward nature. Environment and Behavior, 44(1), 31–49.
Clayton, S. (2003). Environmental identity: Conceptual and operational definition. In S. Clayton & S. Opotow (Eds.), Identity and the Natural Environment: The psychological significance of nature (pp. 45–65). Cambridge, MA: MIT Press.
Cleland, V., Timperio, A., Salmon, J., Hume, C., Baur, L. A., & Crawford, D. (2010). Predictors of time spent outdoors among children: 5-year longitudinal findings. Journal of Epidemiology and Community Health, 64(5), 400–406.
Cobern, W. W. (2000). Everyday Thoughts about Nature: A worldview investigation of important concepts students use to make sense of nature with specific attention to science (Contemporary Trends and Issues in Science Education, Vol. 9). Dordrecht, The Netherlands: Springer.
Cobern, W. W., & Loving, C. C. (2002). Investigation of preservice elementary teachers’ thinking about science. Journal of Research in Science Teaching, 39(10), 1016–1031.
Cocke, E. F., Buckley, J., & Scott, M. A. (2011, September). Accountability and teacher practice: Investigating the impact of a new state test and the timing of state test adoption on teacher time use. Paper presented at the SREE Conference, Washington, DC.
Corin, E. N., Jones, M. G., Andre, T., Childers, G. M., & Stevens, V. (2015). Science hobbyists: Active users of the science-learning ecosystem. International Journal of Science Education, Part B, 8455 (Dec. 2015), 1–20.
Cornell, J. (1989). Sharing the Joy of Nature: Nature activities for all ages. Nevada City, CA: Dawn.
Coyle, K. J. (2005). Environmental Literacy in America. Washington, DC: National Environmental Education & Training Foundation.
Coyle, K. (2009). Time Out: Using the outdoors to enhance classroom performance. A school readiness guide for teachers and parents. National Wild Life Federation. Retrieved April 9, 2016, from https://www.nwf.org/pdf/Be%20Out%20There/TimeOutwithBOTActivities.pdf
Coyle, K. J. (2010). Back to School: Back outside! Create high performing students. Reston, VA: National Wildlife Federation.
DeLoache, J. S. (2005). Mindful of symbols. Scientific American, 293(2), 72–77.
Devine-Wright, P., & Clayton, S. (2010). Introduction to the special issue: Place, identity and environmental behaviour. Journal of Environmental Psychology, 30(3), 267–270.
DeWitt, J., & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181–197.
Dickinson, E. (2013). The misdiagnosis: Rethinking “nature-deficit disorder.” Environmental Communication: A Journal of Nature and Culture, 7(3), 315–335.
Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D., & Ellenbogen, K. (2003). Policy statement of the “Informal Science Education” Ad Hoc Committee. Journal of Research in Science Teaching, 40(2), 108–111.
Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 7(320), 107–112.
Dyment, J. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical and Environmental Education, 14(1), 28–45.
Eaton, D. (2000). Cognitive and affective learning in outdoor education. Dissertation Abstracts International – Section A: Humanities and Social Sciences, 60(10-A), 3595.
Eberbach, C., & Crowley, K. (2009). From everyday to scientific observation: How children learn to observe the biologist’s world. Review of Educational Research, 79(1), 39–68.
Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577–598.
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190.
Ewert, A., Place, G., & Sibthorp, J. (2005). Early-life outdoor experiences and an individual’s environmental attitudes. Leisure Sciences, 27(Feb. 2015), 225–239.
Falk, J. H. (2001). Free-Choice Science Education: How we learn science outside of school. New York, NY: Teacher’s College Press.
Falk, J. H. (2005). Free-choice environmental learning: Framing the discussion. Environmental Education Research, 11(3), 265–280.
Falk, J. H., & Dierking, L. D. (2000). Learning from Museums: Visitor experiences and the making of meaning. Walnut Creek, CA: Altamira Press.
Farber, P. (2000). Finding Order in Nature: The naturalist tradition from Linnaeus to EO Wilson. Baltimore, MD: John Hopkins University Press.
Feinstein, N. W., Allen, S., & Jenkins, E. (2013). Outside the pipeline: Reimagining science education for nonscientists. Science, 340(6130), 314–317.
Feynman, R. P. (2005). The Pleasure of Finding Things Out: The best short works of Richard P. Feynman. Cambridge, MA: Perseus.
Finney, C. (2014). Black Faces, White Spaces: Reimagining the Relationship of African Americans to the Great Outdoors. Chapel Hill, NC: UNC Press.
Finson, K. D., Lisowski, M., Fitch, T., & Foster, G. (1996). The status of science education in K–6 Illinois schools. School Science and Mathematics, 96(3), 120–127.
Frumkin, H. (2001). Beyond toxicity: Human health and the natural environment. American Journal of Prevent, 20(3), 234–240.
Gerber, B. L., Cavallo, A. M. L., & Edmund, A. (2010). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535–549.
Gill, T. (2007). No Fear: Growing up in a risk averse society. London, UK: Calouste Gulbenkian Foundation.
Godbey, G. (2009). Outdoor Recreation, Health, and Wellness: Understanding and enhancing the relationship. Washington, DC: Resources for the Future.
Gosling, E., & Williams, K. J. (2010). Connectedness to nature, place attachment and conservation behaviour: Testing connectedness theory among farmers. Journal of Environmental Psychology, 30(3), 298–304.
Gould, S. (1991). Bully for Brontosaurus. New York, NY: Norton.
Gould, S. (2002). The Structure of Evolutionary Theory. Cambridge, MA: Belnap Press of Harvard University Press.
Grahn, P., Mårtensson, F., Lindblad, B., Nilsson, P., & Ekman, A. (1997). Ute på dagis [Outdoors at daycare]. Stad och land, 145, 20–27. (In Swedish)
Gruenewald, D. A., & Smith, G. A. (Eds.). (2014). Place-Based Education in the Global Age: Local diversity. New York, NY: Psychology Press.
Hammerman, D. R., Hammerman, W. M., & Hammerman, E. L. (2001). Teaching in the Outdoors. Danville, IL: Interstate.
Hammerman, E. L. & Hammerman, D. R. (2013). Extending teachers’ work to outdoor learning environments: Applying high-quality instruction for meaningful learning. In E. Kimonen & R. Nevalainen (Eds.), Transforming Teachers’ Work Globally: In search of a better way for schools and their communities (pp. 35–53). Rotterdam, The Netherlands: Sense.
Haras, K. (2010). Overcoming fear: Helping decision makers understand risk in outdoor education. Pathways: The Ontario Journal of Outdoor Education, 22(2), 25–32.
Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67(1), 43–87.
Hadzigeorgiou, Y. (2012). Fostering a sense of wonder in the science classroom. Research in Science Education, 42(5), 985–1005.
Hofferth, S. L., & Sandberg, J. F. (2001). How American children spend their time. Journal of Marriage and Family, 63(2), 295–308.
Hungerford, H. R., & Volk, T. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21.
Huxley, R. (Ed.). (2007). The Great Naturalists. London, UK: Thames & Hudson.
Ives, B., & Obenchain, K. (2006). Experiential education in the classroom and academic outcomes: For those who want it all. Journal of Experiential Education, 29(1), 61–77.
Jones, M. G., & Edmunds, J. (2006). Models of elementary science instruction: Roles of science specialist teachers. In K. Appleton (Ed.), Elementary Science Teacher Education: International perspectives on contemporary issues and practice (pp. 317–343). Mahwah, NJ: Lawrence Erlbaum & AETS.
Jones, M. G., Jones, B. D., Hardin, B., Chapman, L., Yarbrough, T., & Davis, M. (1999). The impact of high-stakes testing on teachers and students in North Carolina. The Phi Delta Kappan, 81(3), 199–203.
Kahn, P. H., & Kellert, S. (2002). Children in Nature: Psychological, sociocultural, and evolutionary investigations. Cambridge, MA: MIT Press.
Kals, E., & Ittner, H. (2003). Children’s environmental identity: Indicators and behavioral impacts. In S. Clayton & S. Opotow (Eds.), Identity and the Natural Environment: Psychological significance of nature (pp. 135–157). Cambridge, MA: MIT Press.
Kaplan, R., & Kaplan, S. (1989). The Experience of Nature: A psychological perspective. New York, NY: Cambridge University Press.
Kaplan, R., & Kaplan, S. (2002). Adolescents and the natural environment: A time out. In P. H. Kahn & S. R. Kellert (Eds.), Children and Nature: Psychological, sociocultural, and evolutionary investigations (pp. 227–258). Cambridge, MA: MIT Press.
Karsten, L. (2005). It all used to be better? Different generations on continuity and change in urban children’s daily use of space. Children’s Geographies, 3(3), 275–290.
Karsten, L., & Vliet, W. (2006). Children in the city: Reclaiming the street. Children, Youth and Environments, 16(1), 151–167.
Kellert, S. R. (2002). Experiencing nature: Affective, cognitive, and evaluative development in children. In P. H. Kahn & S. R. Kellert (Eds.), Children and Nature: Psychological, sociocultural, and evolutionary investigations (pp. 117–151). Cambridge, MA: MIT Press.
Kirikkaya, E. B. (2011). Grade 4 to 8 primary school students’ attitudes towards science: Science enthusiasm. Educational Research and Reviews, 6(4), 374–382.
Ko, A. C., & Lee, J. C. (2003). Teachers’ perceptions of teaching environmental issues within the science curriculum: A Hong Kong perspective. Journal Science Education and Technology, 12(3), 187–204.
Koenig, M. A., Clément, F., & Harris, P. L. (2004). Trust in testimony: Children’s use of true and false statements. Psychological Science, 15(10), 694–698.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on Thinking, Learning, and Cognitive Styles (pp. 227–247). Mahwah, NJ: Lawrence Erlbaum Associates.
Kuo, F. E., & Faber Taylor, A. (2004). A potential natural treatment for attention-deficit/hyperactivity disorder: Evidence from a national study. American Journal of Public Health, 94(9), 1580–1586.
Larson, L. R., Whiting, J. W., & Green, G. T. (2011). Exploring the influence of outdoor recreation participation on pro-environmental behaviour in a demographically diverse population. Local Environment, 16(1), 67–86.
Lieberman, G. A., & Hoody, L. L. (1998). Closing the Achievement Gap: Using the environment as an integrating context for learning. Results of a nationwide study. Poway, CA: Science Wizards.
Liefländer, A. K., Fröhlich, G., Bogner, F. X., & Schultz, P. W. (2012). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3), 370–384.
Lindemann-Matthies, P. (2005). “Loveable” mammals and “lifeless” plants: How children’s interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27(6), 655–677.
Lopez, R., Campbell, R., & Jennings, J. (2008). The Boston schoolyard initiative: A public-private partnership for rebuilding urban play spaces. Journal of Health Politics, Policy and Law, 33(3), 617–638.
Loucks-Horsley, S., Kapitan, R., Carlson, M. O., Kuerbis, P. J., Clark, R. C., Marge Melle, G., … Walton, E. (1990). Elementary School Science for the ’90s. Washington, DC: Association for Supervision and Curriculum Development.
Louv, R. (2008). Last Child in the Woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin.
Luce, M. R., & Hsi, S. (2015). Science-relevant curiosity expression and interest in science: An exploratory study. Science Education, 99(1), 70–97.
Malone, K. (2008). Every Experience Matters: An evidence based research report on the role of learning outside the classroom for children’s whole development from birth to eighteen. Stoneleigh Park, Warks., UK: Farming and Coutryside Education.
Malone, K., & Tranter, P. (2003). Children’s environmental learning and the use, design and management of school grounds. Children, Youth and Environments, 13(2). Retrieved April 9, 2016, from http://colorado.edu/journals/cye
Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669–685.
Manzo, K. K. (2008). Schools adapting curriculum to the outdoors. Education Week, 28(15), 3.
Moore, R. C. (1986). The power of nature orientations of girls and boys toward biotic and abiotic play settings on a reconstructed schoolyard. Children’s Environments Quarterly, 3(3), 52–69.
Moore, R. C. (1997). The need for nature: A childhood right. Social Justice, 24(3), 203–220.
Müller, M. M., Kals, E., & Pansa, R. (2009). Adolescents’ emotional affinity toward nature: A crosssocietal study. Journal of Developmental Processes, 4(1), 59–69.
Murphy, C., & Beggs, J. (2003). Children’s perceptions of school science. School Science Review, 84(308), 109–116.
NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. The standards –Arranged by disciplinary core ideas and by topics (Vol. 1). Washington, DC: National Academies Press.
NRC (National Research Council). (2005). How Students Learn: Science in the classroom. Washington, DC: National Academies Press.
NRC (National Research Council). (2007a). Rising Above the Gathering Storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press.
NRC (National Research Council). (2007b). Taking Science to School: Learning and teaching science in grades K–8. Washington, DC: National Academies Press.
NRC (National Research Council). (2011). Successful K–12 STEM Education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academies Press.
NRC (National Research Council). (2012). A Framework for K–12 Science Education: Practices, crosscutting concepts, an core ideas. Washington, DC: National Academies Press.
Osborne, J. (2007). Engaging young people with science: Thoughts about future direction of science education. In C. Linder, L. Östman, & P.-O. Wickman (Eds.), Promoting Scientific Literacy: Science education research in transaction. Proceedings of the Linnaeus Tercentenary Symposium held at Uppsala University, Uppsala, Sweden, May 28–29, 2007 (pp. 105–112). Retrieved April 9, 2016, from https://uu.diva-portal.org/smash/get/diva2:272594/FULLTEXT02.pdf
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.
Palmer, J. A., Suggate, J., Robottom, I., & Heart, P. (1999). Significant life experiences and formative influences on the development of adults’ environmental awareness in the UK, Australia and Canada. Environmental Education Research, 5(2), 181–200.
Powers, A. L. (2004). An evaluation of four place-based education programs. The Journal of Environmental Education, 35(4), 17–32.
Priest, S. (1986). Redefining outdoor education: A matter of many relationships. Journal of Environmental Education, 17(3), 13–15.
Pringle, R. M., & Carrier Martin, S. (2005). The potential of upcoming high-stakes testing on the teaching of science in elementary classrooms. Research in Science Education, 35, 347–361.
Rennie, L. J. (2007). Learning science outside of school. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education (pp. 125–167). Mahwah, NJ: Lawrence Erlbaum Associates.
Renninger, K. A. (2000). Individual interest and its implications for understanding interinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic Motivation: Controversies and new directions (pp. 373–404). San Diego, CA: Academic Press.
Renninger, K. A. (2007). Interest and motivation in informal science learning. Learning, 45. Retrieved April 9, 2016, from http://www.informalscience.com/researches/Renninger_Commissioned_Paper. pdf
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A Review of Research on Outdoor Learning. Shrewsbury, UK: Field Studies Council.
Rivkin, M. (1997). The schoolyard habitat movement: What it is and why children need it. Early Childhood Education, 25(1), 61–66.
Rose, K. A., Morgan, I. G., Ip, J., Kifley, A., Huynh, S., Smith, W., & Mitchell, P. (2008). Outdoor activity reduces the prevalence of myopia in children. Ophthalmology, 115(8), 1279–1285.
Sandholtz, J. H., & Ringstaff, C. (2011). Reversing the downward spiral of science instruction in K–2 classrooms. Journal of Science Teacher Education, 22(6), 513–533.
Schultz, P. W., & Zelezny, L. C. (1998). Values and proenvironmental behavior: A five-country survey. Journal of Cross-Cultural Psychology, 29(4), 540–558.
SEER (State Education & Environment Roundtable). (2000). The Effects of Environment-Based Education on Student Achievement. San Diego, CA. Retrieved May 26, 2016, from http://www.seer.org/pages/research/CSAP2000.pdf
Shores, K. A., Scott, D., & Floyd, M. F. (2007). Constraints to outdoor recreation: A multiple hierarchy stratification perspective. Leisure Sciences, 29(3), 227–246.
Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers. The Journal of Environmental Education, 29(3), 23–31.
Skelly, S. M., & Zajicek, J. M. (1998). The effect of an interdisciplinary garden program on the environmental attitudes of elementary school students. HortTechnology, 8(4), 579–583.
Smith, G. A. (2002). Place-based education. Phi Delta Kappan, 83(8), 584–594.
Smith, G. A., & Sobel, D. (2010). Place- and Community-Based Education in Schools. New York, NY: Routledge.
Sobel, D. (1990). A place in the world: Adults’ memories of childhood’s special places. Children’s Environments Quarterly, 7(4), 5–12.
Sobel, D. (2002). Children’s Special Places: Exploring the role of forts, dens, and bush houses in middle childhood. Detroit, MI: Wayne State University Press.
Sobel, D. (2004). Place-Based Education: Connecting classrooms & communities (Nature Literacy Series, No. 4). Great Barrington, MA: The Orion Society.
Spektor-Levy, O., Baruch, Y. K., & Mevarech, Z. (2013). Science and scientific curiosity in pre-school – The teacher’s point of view. International Journal of Science Education, 35(13), 2226–2253.
Stevenson, K. T., Carrier, S. J., & Peterson, M. N. (2014). Evaluating strategies for inclusion of environmental literacy in the elementary school classroom. Electronic Journal of Science Education, 18(8), 1–17.
Stevenson, K. T., Peterson, M. N., Bondell, H. D., Mertig, A. G., & Moore, S. E. (2013). Environmental, institutional, and demographic predictors of environmental literacy among middle school children. PLoS ONE, 8(3). Retrieved April 10, 2016, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3606223/
Strife, S., & Downey, L. (2009). Childhood development and access to nature: A new direction for environmental inequality research. Organization & Environment, 22(1), 99–122.
Sundberg, M., & Öhman, J. (2008). Hälsa och livskvalitet. In K. Sandell & S. Sörlin (Eds.), Friluftshistoria: Från “härdande friluftslif” till ekoturism och miljöpedagogik. Teman i det svenska friluftslivets historia (pp. 102–117). Stockholm, Sweden: Carlsson.
Sutterby, J. A. (2009). What kids don’t get to do anymore and why. Childhood Education, 85(5), 289–292.
Tal, R. T., & Argaman, S. (2005). Characteristics and difficulties of teachers who mentor environmental inquiry projects. Research in Science Education, 35(4), 363–394.
Taylor, A. F., & Kuo, F. E. (2009). Children with attention deficits concentrate better after walk in the park. Journal of Attention Disorders, 12(5), 402–409.
Thomson, S., & Fleming, N. (2004). Examining the Evidence: Science achievement in Australian schools in TIMSS 2002 (TIMMS Australia Monograph, No. 7). Australian Council for Educational Research: Camberwell, Vic., Australia.
TLRP. (2006). Science Education in Schools: Issues, evidence, and proposals. London, UK: Teaching and Learning Research Programme, Institute of Education, University of London.
Ulrich, R. S. (1993). Biophilia, biophobia, and natural landscapes. In S. R. Kellert & E. O. Wilson (Eds.), The Biophilia Hypothesis (pp. 73–137). Washington, DC: Island Press.
Valentine, G. (1997). ”Oh Yes I Can.” “Oh no you can’t.”: Children and parents’ understandings of kids’ competence to negotiate public space safely. Antipode, 29(1), 65–89.
Van den Berg, A. E., Hartig, T., & Staats, H. (2007). Preference for nature in urbanized societies: Stress, restoration, and the pursuit of sustainability. Journal of Social Issues, 63(1), 79–96.
Van Velsor, S. W. (2004). A Qualitative Investigation of the Urban Minority Adolescent Experience with Wildlife. (Doctoral dissertation). University of Missouri, Columbia, MI.
Wells, N. M. (2000). At home with nature effects of “greenness” on children’s cognitive functioning. Environment and Behavior, 32(6), 775–795.
Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35, 311–330.
Wells, N. M., & Lekies, K. S. (2006). Nature and the life course: Pathways from childhood nature experiences. Children, Youth and Environments, 16(1), 1–25.
West, M. (2007). Testing, learning, and teaching: The effects of test-based accountability on student achievement and instructional time in core academic subjects. In C. Finn, Jr. & D. Ravitch (Eds.), Beyond the Basics: Achieving a liberal education for all children (pp. 45–62). Washington, DC: Thomas B. Fordham Institute.
Wilson, E. O. (1994). Naturalist. Washington, DC: Island Press.
Wilson, R. (1995). Nature and young children: A natural connection. Young Children, 50(6), 4–11.
Zelezny, L. C., Chua, P. P., & Aldrich, C. (2000). New ways of thinking about environmentalism: Elaborating on gender differences in environmentalism. Journal of Social Issues, 56(3), 443–457.
Zoldosova, K., & Prokop, P. (2006). Education in the field influences children’s ideas and interest toward science. Journal of Science Education and Technology, 15(3–4), 304–313.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Carrier, S.J., Stevenson, K. (2017). Children Experiencing the Outdoors. In: Kimonen, E., Nevalainen, R. (eds) Reforming Teaching and Teacher Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-917-1_3
Download citation
DOI: https://doi.org/10.1007/978-94-6300-917-1_3
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-917-1
eBook Packages: EducationEducation (R0)