Skip to main content
SpringerLink
Log in

Children Experiencing the Outdoors

A Natural Setting for Science Learning in the United States

  • Chapter
Reforming Teaching and Teacher Education

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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

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

    Google Scholar 

  • 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

    Google Scholar 

  • 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/

    Google Scholar 

  • 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/

    Google Scholar 

  • Anderson, D., & Zhang, Z. (2003). Teacher perceptions of field-trip planning and implementation. Visitor Studies Today, 6(3), 6–12.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Atkins, J. (2000). Girls Who Looked under Rocks: The lives of six pioneering naturalists. Nevada City, CA: Dawn.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Barker, S., Slingsby, D., & Tilling, S. (2002). Teaching biology outside the classroom: Is it heading for extinction? FSC Occasional Publication, 72(May), 1–16.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • Burriss, K., & Burriss, L. (2011). Outdoor play and learning: Policy and practice. International Journal of Education Policy and Leadership, 6(8), 1–12.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Carrier, S. J. (2009). Environmental education in the schoolyard: Learning styles and gender. The Journal of Environmental Education, 40(3), 2–12.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • CEP. (2007). Choices, Changes, and Challenges: Curriculum and instruction in NCLB era. Washington, DC: Center on Education Policy.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education, 31(1), 15–26.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Chawla, L. (2006). Research methods to investigate significant life experiences: Review and recommendations. Environmental Education Research, 12(3–4), 359–374.

    Article  Google Scholar 

  • Chawla, L. (2009). Growing up green: Becoming an agent of care for the natural world. The Journal of Developmental Processes, 4(1), 6–23.

    Google Scholar 

  • Chawla, L., & Cushing, D. (2007). Education for strategic environmental behavior. Environmental Education Research, 13(4), 437–452.

    Article  Google Scholar 

  • Cheng, J. C.-H., & Monroe, M. C. (2010). Connection to nature: Children’s affective attitude toward nature. Environment and Behavior, 44(1), 31–49.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Book  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Cornell, J. (1989). Sharing the Joy of Nature: Nature activities for all ages. Nevada City, CA: Dawn.

    Google Scholar 

  • Coyle, K. J. (2005). Environmental Literacy in America. Washington, DC: National Environmental Education & Training Foundation.

    Google Scholar 

  • 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

    Google Scholar 

  • Coyle, K. J. (2010). Back to School: Back outside! Create high performing students. Reston, VA: National Wildlife Federation.

    Google Scholar 

  • DeLoache, J. S. (2005). Mindful of symbols. Scientific American, 293(2), 72–77.

    Article  Google Scholar 

  • Devine-Wright, P., & Clayton, S. (2010). Introduction to the special issue: Place, identity and environmental behaviour. Journal of Environmental Psychology, 30(3), 267–270.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Dickinson, E. (2013). The misdiagnosis: Rethinking “nature-deficit disorder.” Environmental Communication: A Journal of Nature and Culture, 7(3), 315–335.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Eaton, D. (2000). Cognitive and affective learning in outdoor education. Dissertation Abstracts International – Section A: Humanities and Social Sciences, 60(10-A), 3595.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577–598.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Ewert, A., Place, G., & Sibthorp, J. (2005). Early-life outdoor experiences and an individual’s environmental attitudes. Leisure Sciences, 27(Feb. 2015), 225–239.

    Article  Google Scholar 

  • Falk, J. H. (2001). Free-Choice Science Education: How we learn science outside of school. New York, NY: Teacher’s College Press.

    Google Scholar 

  • Falk, J. H. (2005). Free-choice environmental learning: Framing the discussion. Environmental Education Research, 11(3), 265–280.

    Article  Google Scholar 

  • Falk, J. H., & Dierking, L. D. (2000). Learning from Museums: Visitor experiences and the making of meaning. Walnut Creek, CA: Altamira Press.

    Google Scholar 

  • Farber, P. (2000). Finding Order in Nature: The naturalist tradition from Linnaeus to EO Wilson. Baltimore, MD: John Hopkins University Press.

    Google Scholar 

  • Feinstein, N. W., Allen, S., & Jenkins, E. (2013). Outside the pipeline: Reimagining science education for nonscientists. Science, 340(6130), 314–317.

    Article  Google Scholar 

  • Feynman, R. P. (2005). The Pleasure of Finding Things Out: The best short works of Richard P. Feynman. Cambridge, MA: Perseus.

    Google Scholar 

  • Finney, C. (2014). Black Faces, White Spaces: Reimagining the Relationship of African Americans to the Great Outdoors. Chapel Hill, NC: UNC Press.

    Book  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Frumkin, H. (2001). Beyond toxicity: Human health and the natural environment. American Journal of Prevent, 20(3), 234–240.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Gill, T. (2007). No Fear: Growing up in a risk averse society. London, UK: Calouste Gulbenkian Foundation.

    Google Scholar 

  • Godbey, G. (2009). Outdoor Recreation, Health, and Wellness: Understanding and enhancing the relationship. Washington, DC: Resources for the Future.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Gould, S. (1991). Bully for Brontosaurus. New York, NY: Norton.

    Google Scholar 

  • Gould, S. (2002). The Structure of Evolutionary Theory. Cambridge, MA: Belnap Press of Harvard University Press.

    Google Scholar 

  • 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)

    Google Scholar 

  • Gruenewald, D. A., & Smith, G. A. (Eds.). (2014). Place-Based Education in the Global Age: Local diversity. New York, NY: Psychology Press.

    Google Scholar 

  • Hammerman, D. R., Hammerman, W. M., & Hammerman, E. L. (2001). Teaching in the Outdoors. Danville, IL: Interstate.

    Google Scholar 

  • 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.

    Chapter  Google Scholar 

  • Haras, K. (2010). Overcoming fear: Helping decision makers understand risk in outdoor education. Pathways: The Ontario Journal of Outdoor Education, 22(2), 25–32.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Hadzigeorgiou, Y. (2012). Fostering a sense of wonder in the science classroom. Research in Science Education, 42(5), 985–1005.

    Article  Google Scholar 

  • Hofferth, S. L., & Sandberg, J. F. (2001). How American children spend their time. Journal of Marriage and Family, 63(2), 295–308.

    Article  Google Scholar 

  • Hungerford, H. R., & Volk, T. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21.

    Article  Google Scholar 

  • Huxley, R. (Ed.). (2007). The Great Naturalists. London, UK: Thames & Hudson.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • Kahn, P. H., & Kellert, S. (2002). Children in Nature: Psychological, sociocultural, and evolutionary investigations. Cambridge, MA: MIT Press.

    Google Scholar 

  • 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.

    Google Scholar 

  • Kaplan, R., & Kaplan, S. (1989). The Experience of Nature: A psychological perspective. New York, NY: Cambridge University Press.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Karsten, L., & Vliet, W. (2006). Children in the city: Reclaiming the street. Children, Youth and Environments, 16(1), 151–167.

    Google Scholar 

  • 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.

    Google Scholar 

  • Kirikkaya, E. B. (2011). Grade 4 to 8 primary school students’ attitudes towards science: Science enthusiasm. Educational Research and Reviews, 6(4), 374–382.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • Louv, R. (2008). Last Child in the Woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin.

    Google Scholar 

  • Luce, M. R., & Hsi, S. (2015). Science-relevant curiosity expression and interest in science: An exploratory study. Science Education, 99(1), 70–97.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Manzo, K. K. (2008). Schools adapting curriculum to the outdoors. Education Week, 28(15), 3.

    Google Scholar 

  • 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.

    Google Scholar 

  • Moore, R. C. (1997). The need for nature: A childhood right. Social Justice, 24(3), 203–220.

    Google Scholar 

  • Müller, M. M., Kals, E., & Pansa, R. (2009). Adolescents’ emotional affinity toward nature: A crosssocietal study. Journal of Developmental Processes, 4(1), 59–69.

    Google Scholar 

  • Murphy, C., & Beggs, J. (2003). Children’s perceptions of school science. School Science Review, 84(308), 109–116.

    Google Scholar 

  • 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.

    Google Scholar 

  • NRC (National Research Council). (2005). How Students Learn: Science in the classroom. Washington, DC: National Academies Press.

    Google Scholar 

  • NRC (National Research Council). (2007a). Rising Above the Gathering Storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press.

    Google Scholar 

  • NRC (National Research Council). (2007b). Taking Science to School: Learning and teaching science in grades K–8. Washington, DC: National Academies Press.

    Google Scholar 

  • NRC (National Research Council). (2011). Successful K–12 STEM Education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academies Press.

    Google Scholar 

  • NRC (National Research Council). (2012). A Framework for K–12 Science Education: Practices, crosscutting concepts, an core ideas. Washington, DC: National Academies Press.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Powers, A. L. (2004). An evaluation of four place-based education programs. The Journal of Environmental Education, 35(4), 17–32.

    Article  Google Scholar 

  • Priest, S. (1986). Redefining outdoor education: A matter of many relationships. Journal of Environmental Education, 17(3), 13–15.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Chapter  Google Scholar 

  • 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.

    Google Scholar 

  • Rivkin, M. (1997). The schoolyard habitat movement: What it is and why children need it. Early Childhood Education, 25(1), 61–66.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Schultz, P. W., & Zelezny, L. C. (1998). Values and proenvironmental behavior: A five-country survey. Journal of Cross-Cultural Psychology, 29(4), 540–558.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers. The Journal of Environmental Education, 29(3), 23–31.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • Smith, G. A. (2002). Place-based education. Phi Delta Kappan, 83(8), 584–594.

    Article  Google Scholar 

  • Smith, G. A., & Sobel, D. (2010). Place- and Community-Based Education in Schools. New York, NY: Routledge.

    Google Scholar 

  • Sobel, D. (1990). A place in the world: Adults’ memories of childhood’s special places. Children’s Environments Quarterly, 7(4), 5–12.

    Google Scholar 

  • 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.

    Google Scholar 

  • Sobel, D. (2004). Place-Based Education: Connecting classrooms & communities (Nature Literacy Series, No. 4). Great Barrington, MA: The Orion Society.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • Sutterby, J. A. (2009). What kids don’t get to do anymore and why. Childhood Education, 85(5), 289–292.

    Article  Google Scholar 

  • Tal, R. T., & Argaman, S. (2005). Characteristics and difficulties of teachers who mentor environmental inquiry projects. Research in Science Education, 35(4), 363–394.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • TLRP. (2006). Science Education in Schools: Issues, evidence, and proposals. London, UK: Teaching and Learning Research Programme, Institute of Education, University of London.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Van Velsor, S. W. (2004). A Qualitative Investigation of the Urban Minority Adolescent Experience with Wildlife. (Doctoral dissertation). University of Missouri, Columbia, MI.

    Google Scholar 

  • Wells, N. M. (2000). At home with nature effects of “greenness” on children’s cognitive functioning. Environment and Behavior, 32(6), 775–795.

    Article  Google Scholar 

  • Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35, 311–330.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • Wilson, E. O. (1994). Naturalist. Washington, DC: Island Press.

    Google Scholar 

  • Wilson, R. (1995). Nature and young children: A natural connection. Young Children, 50(6), 4–11.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

Download references

Authors
  1. Sarah J. Carrier
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kathryn Stevenson
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Eastern Finland, Finland

    Eija Kimonen

  2. University of Jyväskylä, Finland

    Raimo Nevalainen

Rights and permissions

Reprints 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)

Publish with us

Policies and ethics

Search

Navigation