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Tag: Outdoor Learning

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Pfleger, 2015

School is still out for the summer, but at Eastern Senior High School in Washington, D.C., students are hard at work — outdoors.

In a garden filled with flowers and beds bursting with vegetables and herbs, nearly a dozen teenagers are harvesting vegetables for the weekend's farmers market.

Roshawn Little is going into her junior year at Eastern, and has been working in this garden for three years now. "I didn't really like bugs or dirt," Little says, thinking back to when she got started. "Well, I still don't really like bugs, but I like the dirt," she laughs. She gathers a handful of greens, yanks from the stem and pulls up a baseball-sized beet.

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Williams and Dixon, 2013

What is the impact of garden-based learning on academic outcomes in schools? To address this question, findings across 152 articles (1990–2010) were analyzed resulting in 48 studies that met the inclusion criteria for this synthesis. A review template with operational coding framework was developed. The synthesis results showed a preponderance of positive impacts on direct academic outcomes with the highest positive impact for science followed by math and language arts. Indirect academic outcomes were also measured with social development surfacing most frequently and positively. These results were consistent across programs, student samples, and school types and within the disparate research methodologies used. However, a common issue was lack of research rigor as there were troubling issues with incomplete descriptions of methodological procedures in general and sampling techniques and validity in particular. Recommendations for more systematic and rigorous research are provided to parallel the growing garden-based education movement.

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By: Andrea Gordon (July 05, 2013).  It was a crisp March day outside Blaydon Public School when teachers discovered that 4-year-old Alex Wong could spell his name. There were no pencils or paper in sight. Everyone was bundled in winter jackets. Alex, who has autism, was in the outdoor classroom where his special-needs class played and explored for at least an hour every day, alongside 25 kids from the mainstream kindergarten class. Teacher Sue Cooper noticed Alex march over to a pile of wood, put three sticks in a small wheelbarrow and push it to a spot on the pavement. One by one, he placed the sticks on the ground, forming the letter A. He made three more trips and came back with sticks to make three more letters, which he placed in a row: L, E and X.

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Geoffrey Godbey (May 2009).  The research literature on outdoor recreation as it relates to human health is vast and growing. To help policymakers take new and emerging findings into account when designing recreation and park services and initiatives for the 21st century, this paper summarizes the salient issues and identifies research gaps. It considers how being outside in natural surroundings may improve health and how outdoor physical activities benefit participants. Particular attention is given to children’s health problems that can be mitigated through outdoor play, sports, and nature study. The paper describes approaches to measuring physical activity and recent trends in park visitation and outdoor activity participation. It looks at variables that affect participation in outdoor activities and considers the projected demographic changes that will affect policymaking in this arena. The findings of this literature review point to potential new directions for outdoor recreation policy, as well as new policy questions to be explored.

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Edward Shepard (April 18, 2015).  The average American boy or girl spends as few as 30 minutes in unstructured outdoor play each day. Only 6% of children nine to 13 play outside on their own in a typical week. But if you’re reading this, you probably already know that outdoor play is essential for children’s health and well-being. Here are eight science-backed reasons that prove you’re right.

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By Chris Mooney (June 2015). When it comes to the physical and psychological benefits of being exposed to nature — and especially to scenery that is filled with lush plant life — the evidence lately has been rolling in.

Recently we reported on a study by Australian researchers showing that brief 40 second micro-breaks, in which students looked at computerized images of a green roof, led to improved performance on an attention-demanding cognitive task.

And now, in what appears to be the first study of its kind, a team of researchers find myriad additional benefits for schoolchildren who go to schools that feature lots of green spaces and natural scenery. Kids exposed to more greenery — as measured by satellite imagery of their schools and neighborhoods — showed not only better attention, but also superior working memory.

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Olga Khazan  (June 16, 2015). When I lived in L.A., I reported on a school near Long Beach in which nearly a fifth of the students had asthma. One culprit seemed to be the school’s unfortunate geography: About 500 trucks passed by its grounds every hour, and according to a study released at the time, at least 9 percent of childhood-asthma cases in the area were attributable to road traffic. The air near the school, which sometimes smelled rotten or rubbery, contained nearly twice the normal level of elemental carbon, a marker of diesel particles.

Asthma is just one of the health problems linked to air pollution exposure. Sniffing exhaust all day also contributes to everything from stroke to premature death.

Conversely, spending time in nature is correlated with better mental health, attention, and mood in both children and adults. A new study out Monday in the Proceedings of the National Academy of Sciences suggests that green spaces can actually boost cognitive outcomes in children—in part by protecting their brains from air pollutants.

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Tom Jacobs (June 16, 2015). Parents, as a rule, want to give their children every possible academic advantage. While this usually takes the form of tutors or computers, a new study suggests a surprising factor they may want to consider when checking out a new school, home, or neighborhood: Whether it provides adequate access to the natural world. New research from Spain finds that, among second-, third-, and-fourth graders, quality time spent climbing trees and playing games on grass helps mental abilities blossom.

“Our study showed a beneficial association between exposure to green space and cognitive development among schoolchildren,” writes a research team led by Payam Dadvand of Barcelona’s Centre for Research in Environmental Epidemiology. This is partly, but not entirely, explained by the fact that kids who get to play in nature are exposed to less air pollution than those who hang out on city streets.

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By Carolyn Gregoire (2015) Children today spend less time outdoors than ever before -- and it may be detrimental not only to their physical health, but also to their cognitive development. A yearlong study, recently published in the Proceedings of the National Academy of Sciences, found that elementary school children who were exposed to more green spaces within or directly outside their school showed improved learning and memory. The findings reinforce that of a recent six-year study on 905 Massachusetts public elementary schools, which found that students in schools that had more "greenness" in their surroundings reported higher scores on standardized testing in English and math.

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