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The article describes the life and work of Lloyd Burgess Sharp, educator of outdoor education in the U.S. Because of his contribution to the field, he is considered to be the Father of Outdoor Education. The author claimed that Sharp's outdoor education will forever be etched in the minds of those who have followed his pioneering efforts.

Although educators widely use school gardens for experiential education, researchers have not systematically examined the evaluative literature on school-gardening outcomes. The author reviewed the U. S. literature on children's gardening, taking into account potential effects, school-gardening outcomes, teacher evaluations of gardens as learning tools, and methodological issues. Quantitative studies showed positive outcomes of school-gardening initiatives in the areas of science achievement and food behavior, but they did not demonstrate that children's environmental attitude or social behavior consistently improve with gardening. Validity and reliability issues reduced general confidence in these results. Qualitative studies documented a wider scope of desirable outcomes, including an array of positive social and environmental behaviors. Gardening enthusiasm varies among teachers, depending on support and horticultural confidence. [ABSTRACT FROM AUTHOR]

Presents ideas and outdoor activities that K-12 teachers can use to teach a critical sense of place to students in the U.S. Studies on children's connection with wild places; Developmental approach to sense of place and suggested activities; Procedure on launching an outdoor activity for children; Activities for pre-adolescent children.

The article focuses on the concept of conservation education in the U.S. The purpose of this learning is to help develop conservation science. The topic imparts several branches including outdoor education which allows a person to be aware of the orderliness and complexity of nature. If conservation education is to accomplish the task, nature study must be an integral part of it. To implement this kind of outdoor education, the motivating power behind a nationwide program must be provided for the acquisition of natural areas.

The article discusses the importance of the integration of nature-related experiences for students in the school curriculum in the U.S. The author believes that the opportunity for ecological study is always met with a mix of eager anticipation and apprehension, even among adults. Nature study contributes to the development of student appreciation for science, which will help them make serious and informed decisions as adults. In addition, exposure of students to the natural environment can enrich their individual lives by knowing the place from where all life springs.