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The outcomes of nature-based learning for primary school aged children: a systematic review of quantitative research.
- Source :
-
Environmental Education Research . Aug2021, Vol. 27 Issue 8, p1115-1140. 26p. 1 Diagram, 4 Charts, 1 Graph. - Publication Year :
- 2021
-
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. Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2021.1921117. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 13504622
- Volume :
- 27
- Issue :
- 8
- Database :
- Academic Search Index
- Journal :
- Environmental Education Research
- Publication Type :
- Academic Journal
- Accession number :
- 151455606
- Full Text :
- https://doi.org/10.1080/13504622.2021.1921117