The Outcomes of Nature-Based Learning for Primary School Aged Children: A Systematic Review of Quantitative Research

Autor/inn/en	Miller, Nicole C.; Kumar, Saravana; Pearce, Karma L.; Baldock, Katherine L.
Titel	The Outcomes of Nature-Based Learning for Primary School Aged Children: A Systematic Review of Quantitative Research
Quelle	In: Environmental Education Research, 27 (2021) 8, S.1115-1140 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Nicole C.) ORCID (Kumar, Saravana) ORCID (Pearce, Karma L.) ORCID (Baldock, Katherine L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1921117
Schlagwörter	Elementary School Students; Natural Resources; Outdoor Education; Teaching Methods; Intervention; Place Based Education; Environmental Education; Physical Activities; Mental Health; Well Being; Physical Activity Level; Outcomes of Education; Learner Engagement; Social Development; Foreign Countries; Australia; United States; United Kingdom (England); Norway; Germany; Sweden; Finland; Bangladesh; South Korea + Suchen Sie Ihr Suchwort? Natural Ressource; Natürliche Ressource; Freiluftunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Psychohygiene; Well-being; Wellness; Wohlbefinden; Lernleistung; Schulerfolg; Soziale Entwicklung; Ausland; Australien; USA; Norwegen; Deutschland; Schweden; Finnland; Bangladesch; Korea; Republik
Abstract	The time children spend in nature has severely decreased. While nature-based learning at school is considered an important strategy in addressing this, numerous knowledge gaps continue to remain. To address these, a systematic review was undertaken. Nine commonly used health and education databases were searched from inception to January 2019. To be included, study participants were required to be children aged 4 to 12 without health or developmental conditions with a focus on nature-based learning. The methodological quality of the included studies was assessed, followed by a descriptive synthesis. Out of 4703 results, 20 quantitative studies were included. There was a lack of universal definition of nature-based learning. This resulted in heterogeneity in how interventions were delivered, and outcomes measured. Overall, nature-based learning had varying levels of positive impacts across a range of outcomes. Despite these positive findings, the evidence base is constrained by some methodological issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01