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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. Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2021.1921117. [ABSTRACT FROM AUTHOR]

The article discusses the contradictions in purpose and practice of schooling and environmental education. This paper gives an argument about the historical context in the development of environmental education as the rhetoric-reality gap is expected in the traditional purpose and structure of schooling. There is an observed discrepancy between problem-solving and action-oriented goals in the philosophy of environmental education and the acquired environmental knowledge in school programs. The social and political action goals of environmental education are compared with nature study, conservation education, and the role of schooling in maintaining social order.

Explores the implementation of environmental case study teaching method in middle schools in China. Specific procedures in the implementation; Characteristics of the method; Tasks of a teacher in environmental education.

This paper describes a multidisciplinary action research project that aimed to develop a theoretical framework and four exemplary teaching modules for elementary and secondary school that promote a pluralistic view on nature. In a 2-year study, researchers from three disciplines (pedagogy, sociology and philosophy) collaborated with curriculum developers and textbook authors. This paper presents the theoretical framework that was developed during the project. The teaching modules are described, and one of the modules is delineated. Finally, the results are discussed. [ABSTRACT FROM AUTHOR]

The article presents a summary of the author's doctoral thesis, which is titled "At the Heart of Art and Earth: An Exploration of Practices in Arts-based environmental education." The author discusses the history of efforts to connect art education and nature study, and he address the implications for potential developments in arts education and sustainability.