Research, reports and guidance on education outside the classroom and outdoor education, with a plain-English summary of each and a link to the original. New items are added every week.
The library began with Education Outside the Classroom: Applied Research Readings 2010–2017(McNatty & Boyes, University of Otago, 2017). Later items were found, summarised and checked with AI assistance using the same method: every reference is checked against the publisher's record, every summary against the published abstract, and only items rated high confidence by two independent relevance checks are published. Summaries are a guide: read the original before citing it.
36 items
The author argues that school-based friluftsliv in Sweden's PE and health curriculum is dominated by a conservative, activity-based approach that is out of step with global issues such as climate change.
A school's environmental education programme has lasted almost two decades thanks to five linked features: leadership and vision, resources, nature connection, community engagement, and tradition.
Teachers and a researcher describe working against the constraints of a North American public school system to build a nature-based schooling culture, and what it took to keep going.
Six 'touchstones' for wild pedagogies give early childhood environmental educators a way to think about nature as a co-teacher and about letting go of control.
After a six-week bird-feeding and monitoring project in school grounds, primary children showed gains in knowledge of local birds and in attitudes towards them. The largest gains were for children with little prior nature experience.
The abstract gives background on Education for Sustainability in early childhood and points to teacher education as one way to address it. It does not state the study's aim, method or findings.
Underserved students in a technology-integrated environmental education programme reported more confidence and knowledge in using technology outdoors.
This paper argues that Leave No Trace can encourage a sense of separation from nature and suggests encouraging people to 'leave more trace' or 'consider their trace' instead.
An 18-month pilot in Taupō led to a Collaborative Community Education Model that may serve as a starting point for creating or modifying school-community partnerships.
A partnership between a reef tourism operator, schools, a university and Indigenous rangers took learners to the outer Great Barrier Reef to connect with Sea Country.
A compulsory environmental education paper barely shifted preservice teachers' environmental literacy, but it significantly increased their confidence to teach environmental education.
Outdoor educators on field trips often pointed out scientific concepts but rarely worked on values and attitudes; structured active learning stood out as contributing to a variety of outcomes.