Nature-based instruction for science learning
Insights and interpretive considerations for research and practice
Bibliographic Data
| ID | 12526495 |
|---|---|
| Authors | Catherine Jordan (0000-0002-4079-4509, Institute on the Environment, University of Minnesota, St Paul, MN, USA, corresponding author), Mollika Sajady (0000-0002-5125-0662, University of Minnesota), Andrea Faber Taylor (0000-0001-5475-771X, Crop Sciences, Horticulture, University of Illinois at Urbana-Champaign, Champaign, IL, USA) |
| Year | 2022 |
| Volume | 29 |
| Issue | 2 |
| Pages | 248-260 |
| Publication date | 2022-09-25 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2022.2122944 |
| OpenAlex | W4297236299 |
| Language | EN |
| References cited | 18 |
Educational research · Environmental education · Mathematics education · Pedagogy · Science education · Sociology · Teaching method · Diverse Educational Innovations Studies · Environmental Education and Sustainability · Outdoor and Experiential Education · Psychology
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Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship
The Math and Science Engagement Scales
Effects of Regular Classes in Outdoor Education Settings
Impact of Garden-Based Learning on Academic Outcomes in Schools
Green spaces and cognitive development in primary schoolchildren
A national research agenda supporting green schoolyard development and equitable access to nature
Stress in School. Some Empirical Hints on the Circadian Cortisol Rhythm of Children in Outdoor and Indoor Classes
The Prairie Science Class
Exploring children’s seasonal play to promote active lifestyles in Auckland, New Zealand
Nature-based instruction for science learning – a good fit for all
Early childhood educators’ use of natural outdoor settings as learning environments
Wallace Foundation Distinguished Lecture
Who's Asking
| Highly cited | No |
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