The outcomes of nature-based learning for primary school aged children: a systematic review of quantitative research
Date
2021
Authors
Miller, N.C.
Kumar, S.
Pearce, K.L.
Baldock, K.L.
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Journal article
Citation
Environmental Education Research, 2021; 27(8):1115-1140
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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.
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Data source: Supplemental data, https://doi.org/10.1080/13504622.2021.1921117
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Copyright 2021 Informa