Assessing Nature Connection and Well-Being during an Experiential Environmental Program

Hinds,; O'Malley,

doi:10.7721/chilyoutenvi.29.2.0092

Cited by 7 publications

(4 citation statements)

References 42 publications

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“…Most programs that produce significant quantitative gains in nature connection last several days. In different studies, extended time meant 3–5days of immersion in residential field sites (Braun & Dierkes, 2017; Hinds & O'Malley, 2019; Liefländer et al., 2013; Mullenbach, Andrejewski, & Mowen, 2019; Stern, Powell, & Ardoin, 2008; Talebpour, Busk, Heimlich, & Ardoin, 2020), 4 days to 2 weeks enrolled in nature‐based camps or wilderness expeditions (Barton, Bragg, Pretty, Roberts, & Wood, 2016; Collado et al., 2013; Ernst & Theimer, 2011; San Jose & Nelson, 2017), 4 weeks of nature play and learning in a preschool (Yilmaz, Çig, & Yilmaz‐Bolat, 2020), repeated field trips to natural areas (Ernst & Theimer, 2011) and school curricula that last several weeks and include hands‐on nature experiences (Cho & Lee, 2018; Harvey et al., 2020; Sheldrake et al., 2019). But even programs that involved only a day of classroom lessons about forests combined with activities in a forest (Kossack & Bogner, 2012), a few hours of forest exploration (Dopko, Capaldi, & Zelenski, 2019; Schneider & Schaal, 2018) or trips to natural areas or a natural history museum (Bruni, Ballew, Winter, & Omoto, 2018; Crawford et al., 2017; Sheldrake et al., 2019) resulted in immediate significant gains in nature connection scores.…”

Section: Integrating Research On Nature Connection and Coping With Enmentioning

confidence: 99%

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

2020

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Within a generation, children's lives have largely moved indoors, with the loss of free‐ranging exploration of the nearby natural world, even as research indicates that direct experiences of nature in childhood contribute to care for nature across the life span. In response, many conservation organizations advocate connecting children with nature, and there has been rising interest in measuring young people's connectedness with nature, understanding how it relates to their well‐being and stewardship behaviour and creating programs to increase connection. This article reviews the literature on these topics, covering both quantitative and qualitative studies. It notes that this research emphasizes positive experiences and emotions, even as global environmental changes and biodiversity loss accelerate. Young people's emotions of worry, frustration and sadness as they learn about environmental degradation also express their understanding that they are connected to the biosphere. Therefore this review includes research on how young people cope with information about large‐scale environmental problems, and it identifies practices to sustain hope. The review concludes by suggesting how research on connection with nature and coping with environmental change can benefit from integration. A free Plain Language Summary can be found within the Supporting Information of this article.

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Section: Integrating Research On Nature Connection and Coping With Enmentioning

confidence: 99%

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

2020

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“…Most programs that produce significant quantitative gains in nature connection last several days. In different studies, extended time meant 3-5 days of immersion in residential field sites (Braun & Dierkes, 2017;Hinds & O'Malley, 2019;Liefländer et al, 2013;Mullenbach, Andrejewski & Mowen, 2019;Stern et al, 2008;Talebpour et al, 2020), 4 days to two weeks in nature-based camps or on wilderness expeditions (Barton et al, 2016;Collado et al, 2013;Ernst & Theimer, 2011;San Jose & Nelson, 2017), 4 weeks of nature play and learning in a preschool (Yilmaz, Çig & Yilmaz-Bolat, 2020), repeated field trips to natural areas (Ernst & Theimer, 2011), and school curricula that lasted several weeks and included hands-on nature experiences (Cho & Lee, 2018;Harvey et al, 2020;Sheldrake et al, 2019). But even programs that involved only a day of classroom lessons about forests combined with activities in a forest (Kossack & Bogner, 2012), a few hours of forest exploration (Dopko et al, 2019;Schneider & Schaal, 2018), or trips to natural areas or a natural history museum (Bruni et al, 2018;Crawford et al, 2017;Sheldrake et al, 2019) resulted in immediate significant gains in nature connection scores.…”

Section: Increasing Connectedness With Naturementioning

confidence: 99%

Childhood Nature Connection and Constructive Hope

Chawla

2022

High-Quality Outdoor Learning

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Abstract1. Within a generation, children’s lives have largely moved indoors, with the loss of free-ranging exploration of the nearby natural world, even as research indicates that direct experiences of nature in childhood contribute to care for nature across the life span.2. In response, many conservation organizations advocate connecting children with nature, and there has been rising interest in measuring young people’s connectedness with nature, understanding how it relates to their well-being and stewardship behaviour and creating programs to increase connection.3. This article reviews the literature on these topics, covering both quantitative and qualitative studies. It notes that this research emphasizes positive experiences and emotions, even as global environmental changes and biodiversity loss accelerate.4. Young people’s emotions of worry, frustration and sadness as they learn about environmental degradation also express their understanding that they are connected to the biosphere. Therefore this review includes research on how young people cope with information about large-scale environmental problems, and it identifies practices to sustain hope.5. The review concludes by suggesting how research on connection with nature and coping with environmental change can benefit from integration.

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“…Terms like place-based education, place-based learning, outdoor learning, nature play/natural play, and free play, to name a few, come with an array of subtle differences of meaning. Add to this a focus on facilitated, learner-centred, and experiential approaches while also emphasising cognitive and attitudinal development through outdoor play, and the murkiness of the definitional waters of environmental education is clear (Francis, Paige, and Lloyd, 2013;Hinds and O'Malley, 2019;White & Stoecklin, 2008).…”

Section: Defining Environmental Educationmentioning

confidence: 99%

Mainstream or margins? The changing role of environmental education in Irish primary school curricula, 1872 to 2021

O’Malley

Pierce

2022

Journal of Outdoor and Environmental Education

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This article investigates the position of environmental education in the primary school curriculum over the past 150 years in the Republic of Ireland. The extent of how wider social, political, and cultural developments influence the way in which teachers and learners experience environmental education can be seen through the curricular changes. To achieve this, the five primary school curricula from 1872 to the present day were reviewed with respect to the amount of environmental education included in them. This review demonstrates a dramatic change in socio-environmental relations in contemporary Irish society during the 19th and 20th centuries, as reflected through primary school curricula. Environmental education is included, in some form, in all five Irish primary curricula over the 150-year period studied, though it does appear on the margins of some curricula as a subject, or part of a subject, that can be taught at the discretion of the teacher. Such a peripheral situation of environmental education is not unique to Ireland’s curricula, and this investigation provides a greater understanding of the broader influences on the status of environmental education overall in Irish education.

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Assessing Nature Connection and Well-Being during an Experiential Environmental Program

Cited by 7 publications

References 42 publications

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

Childhood Nature Connection and Constructive Hope

Mainstream or margins? The changing role of environmental education in Irish primary school curricula, 1872 to 2021

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