Nature-based instruction for science learning – a good fit for all: A controlled comparison of classroom versus nature. Issue 10 (6th September 2022)

• Record Type: Journal Article
• Authors: Faber Taylor, Andrea; Butts-Wilmsmeyer, Carrie; Jordan, Catherine
• Is Part Of: Environmental education research. Volume 28:Issue 10(2022)
• Page Start: 1527
• Page End: 1546
• Publication Date: 2022-09-06
• Subjects: Nature-based instruction -- science learning -- experimental evidence -- green schoolyards -- nature; Environmental education -- Research -- Periodicals; 333.7207
• DOI: 10.1080/13504622.2022.2076811
• Languages: English
• ISSNs: 1350-4622

Abstract

Abstract: Science lessons in nature are appealing and potentially supportive of children's learning, but little is known about how and for whom they are effective. A within-subjects, experimental, mixed methods design was employed with 92 4th-graders to determine if, why and for whom science learning is better through outdoor, nature-based instruction (NBI) compared to indoor, classroom-based instruction (CBI). Moderating variables, including student socioeconomic status, gender, English Learner status and connectedness to nature and mechanistic variables of perceived stress, engagement in learning, attention, and impulsivity were evaluated. Though the physical conditions for NBI were less optimal, NBI supported science learning as well as CBI, and for a broader range of students. With CBI, child demographics had a significant impact on science scores. In contrast, with NBI, all students performed similarly, suggesting NBI is a supportive strategy for a broad range of students.