Here’s the latest update from Natural England by way of relevant evidence and reports, policy agenda developments, large scale delivery sector initiatives, resources and news items from the UK and abroad, with a focus on schools, education and learning. This supports the Strategic Research Network for People and Nature to develop better coherence and collaboration in research and to improve links between research, policy and practice in these areas.
Outdoor recreation shows promise as an equitable context for youth informal STEM learning in amenity-rich rural areas.
J Seaman et al. – Journal of Outdoor Recreation and Tourism.
This article reports on an intervention delivered to middle and high-school aged youth in a rural area in the northeastern U.S. that examined whether outdoor recreation activities can serve as an accessible context for informal STEM learning. Results show strong engagement regardless of sociodemographic barriers, suggesting that outdoor recreation activities may be harnessed to engage youth who have historically been excluded from STEM and other career pathways, yet whose future participation is important for achieving rural development aims.
Between nature kindergartens and Forest School: Forging pathways for nature play in Australia’s ECE sector.
A England et al. – Issues in Educational Research.
In this review article we examine Australian outdoor, nature play programs in early childhood education (ECE) settings to identify the relevance of these claims to Australian ECE contexts. In such settings, legislation mandates that early childhood qualified educators implement programs underpinned by philosophy and pedagogy. Although not infallible, this likely minimises the potential for commodification. Whereas among private-for-profit, outdoor, nature play programs without the same legislated requirements, we argue the potential for commodification may be greater. We identify the need for research to examine the philosophical and pedagogical basis of such private-for-profit programs. As there is no Australian research in these settings, we recommend a research agenda to explore this gap.
Towards flourishing: the understanding and experience of the staff in one Irish primary school of Forest School.
J Whelan and O Kelly – Journal of Adventure Education and Outdoor Learning.
This paper, using qualitative data from a larger ethnography of FS, focusses on how eight staff in one Irish primary school understood and experienced Forest School (FS). Data, collected over 22 FS sessions during 2019–2020, comprised focus groups, staff review meetings and documentary material. Thematic analysis describes how FS promoted connection to nature through being with(in) nature, offered a distinctive space for children’s social and emotional development, utilised novel pedagogical routines and fostered a broader expression of teacher identity. FS offers possibilities towards the public policy goal of flourishing for all in our schools.
Nature School as a Manifestation of Child-Friendly Schools in Madura Elementary Schools.
T Citrawati et al. – In Proceedings of International Conference on Science, Education and Technology.
This study explores the implementation of Child-Friendly Schools (CFS) through the Nature School model in Madura, Indonesia. The research findings show that Nature Schools in Madura have successfully created a safe, comfortable, and supportive learning environment for the holistic development of children by utilizing the natural environment as an open classroom, interactive learning methods, emphasis on character education, and active involvement of parents and the community. The benefits include increased motivation and academic achievement, positive character development, higher environmental awareness, and better physical and mental health. This study provides insights into best practices in implementing CFS through the Nature School approach and can serve as a reference for other schools wishing to adopt similar concepts.
Boosting biodiversity in school grounds: a theory of change.
VJ Burton et al. – ARPHA Proceedings.
The National Education Nature Park aims to involve every nursery, school, and college in England in enhancing the biodiversity on their site, whilst supporting young people’s wellbeing, pro-environmental behaviours, and green skills. Here, we present our Theory of Change for the Nature Park and the design features of the programme that connect participation in citizen science with achieving two crucial types of change – environmental change in the form of biodiversity gain, and the behaviour change that underpins it.
Horizons of Possibility – Young People’s Encounters with Nature and Their Qualities in Social Programs.
NU Sørensen and AMW Nielsen – Journal of Applied Youth Studies.
This article presents an analysis of young people’s encounters with nature within a context of social programs and sheds light on the many different types of entanglements and interconnections that unfold in young people’s encounters with nature, as well as on the processes of becoming they are associated with. The article shows how this perspective confronts deficit discourses, where young people in social programs are seen as either lacking resources and agency or whose resources and agency are going in the wrong direction, as well as those contemporary discourses that position and problematize the overall present youth generation as fragile, hypersensitive and disoriented.
Unlocking the potential of outdoor learning with MathCityMap in mathematics education.
RA Sholikhakh et al. – AIP Conference Proceedings.
The potential of the digital platform MathCityMap (MCM) to enhance mathematics learning outside of the classroom is examined in this article. Our findings show that the integration of out-of-class learning with MCM digital technology is able to strengthen student engagement, deepen conceptual understanding, and apply mathematical knowledge in real-world contexts. Learning experiences outside the classroom with MCM also have the potential to help students hone critical thinking and problem-solving skills when facing various mathematical challenges in their environment. This article recommends that educators integrate MCM into the mathematics curriculum as an innovative effort to increase the effectiveness and quality of the learning process.
Learning of outdoor-based environmental education to improve environmental literacy of prospective teachers.
R Amini et al. – AIP Conference Proceedings.
A study of outdoor based instruction on environmental education for prospective teachers was carried out to encourage them to improve their environmental literacy in taking care of the school environment. It was found that: the improvement of concept mastery in environmental education was better than regular class, the performance and attitude of prospective teachers at elementary school was in good category, their ability in implementing outdoor based instruction was in good category, their attitude in taking care of school environment was in very good category. So outdoor based instruction on environmental education is effective in improving prospective teachers’ ability in planning, implementing, and evaluating, as well as in inculcating attitude and behavior on taking care towards their environment.
Exploring Nature and Learning Science Through an Afterschool Birding Club.
SA Britton et al. – Journal of Experiential Education.
Two elementary teachers created an afterschool bird club to engage students in birding to help them develop a better appreciation for their surroundings and increase awareness of the natural world. The study reveals an evident value for elementary students in social interactions, improved relationships with others, a building of scientific knowledge and awareness, and an increased appreciation for nature. Benefits include allowing students to interact with tools and materials relating to science and bird identification. They make this a fun way to enact their passion and hopefully inspire children to develop a love for birds, birding, and a desire to conserve the local habitat.
Re-naturalizing the built environment. Plants, architecture, and pedagogy in contemporary green schools.
L Chiesi et al. – Frontiers in Sustainable Cities.
This study discusses the essential need of re-naturalizing the built environment, focusing on schools. Leveraging research on the impact of nature on health, children’s development, and learning, we analyze case studies from America, Asia, and Europe with distinct trajectories of interplay between architecture and pedagogy. Using a theoretical framework on plant-architecture relationship, we identify effective re-naturalization solutions in some applications of biophilic design in rural and urban contexts, cautioning against superficial nature incorporations in schools. Our study asserts that technological sustainability is needed but insufficient, emphasizing the necessity of concurrent efforts in architecture and education to create meaningful student-nature connections.
Outdoor Learning in Elementary Schools: Utilizing the Surrounding Environment to Increase Student Learning Engagement.
B Cahyanto et al. – Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD).
This research aimed to reveal reasons that encourage teachers to use outdoor learning, the implementation of outdoor learning in schools, obstacles, and the positive impact of implementing outdoor learning at SDN 2 Tajinan. The research results showed teachers use outdoor learning to increase learning engagement, provide authentic learning experiences, hone skills, and introduce students to the environment. The obstacles faced by teachers are difficulties in conditioning students due to the large number of students and the weather and natural conditions. Implementing outdoor learning requires more preparation and tends to take longer than conventional learning. Positive impacts include increasing student enthusiasm and involvement in learning, making learning more lively, and increasing students’ social-emotional aspects, responsibility, and concern for the environment.
Bridging the Classroom and Nature: Dilemmas Faced by Teachers in Outdoor Education.
A Khan and R Patel – International English Literature and Language Journal.
This paper explores the dilemmas faced by educators in facilitating outdoor education, including logistical, institutional, and pedagogical obstacles. By examining these dilemmas, the paper emphasizes the need for more comprehensive teacher training, better institutional frameworks, and resource allocation to promote effective outdoor education. The study concludes with recommendations for addressing these challenges to create a seamless bridge between classroom learning and nature-based education.
Teaching Outside the Classroom: The Challenges of Outdoor Education for K-12 Educators.
N Patel and A Singh – International English Literature and Language Journal.
This paper explores the various barriers that educators encounter when teaching outside the traditional classroom setting, including logistical concerns, curriculum integration, safety issues, and the need for professional development. By analyzing these challenges, this research aims to provide insights into the complexities of outdoor education and propose strategies for overcoming obstacles to enhance teaching and learning in natural environments.
Wilderness and Pedagogy: K-12 Teachers’ Journey in Facilitating Outdoor Learning.
A Khan and Ravi Patel – International English Literature and Language Journal.
Through a combination of qualitative interviews and a review of existing literature, this research uncovers the practical, emotional, and pedagogical dimensions of outdoor learning facilitation. The study highlights the importance of training, institutional support, and a reflective mindset in empowering teachers to successfully integrate outdoor learning into their teaching practices.
Urban green spaces in early childhood education and care: insights from teachers in Stavanger, Norway.
JEM Castilla et al. – European Early Childhood Education Research Journal.
This study explores the role of urban green spaces (UGSs) in Early Childhood Education and Care (ECEC) teachers’ pedagogical practices and their impact on children’s environmental and sustainability learning. The study reveals the crucial role of UGSs in shaping both teachers’ pedagogical practices and children’s learning across various subject areas. The research highlights the educational significance of diverse UGSs in providing varied and tailored learning experiences crucial for children’s education and development. The study provides findings supporting the application of experiential learning theory within UGSs and ECEC settings, and reveals a growing concern among teachers about the reduction of UGSs due to increasing urbanization. The results underscore the need for both teachers’ advocacy and strategic policy to preserve UGSs for future generations.
The Role of Nature Education in Building Students’ Emotional Connections with the Environment.
M Arsyad et al. – Journals Scientica Education Journal.
This study aims to explore how nature education can strengthen students’ emotional ties to their surroundings. The findings of this study indicate that experiences in nature not only increase environmental awareness but also create a deeper connection between students and nature. Students who engage in nature education tend to show positive attitudes towards environmental conservation and are more active in conservation activities. These experiences can also improve students’ mental health by reducing stress and increasing emotional well-being. Nature education not only functions as an educational tool, but also as a medium to form a generation that is more concerned and responsible for the environmen