Children Experiencing the Outdoors

Making the Case for a Null Effects Framework in Environmental Education and K-12 Academic Outcomes: When “Just as Good” Is a Great Thing

“…In general, EE will likely not outperform classroom teaching in improving academic outcomes as measured using traditional assessments except in special contexts (see below). EE curriculum (e.g., Project Learning Tree, Project WILD) and approaches (e.g., the NAAEE Guidelines for Excellence: NAAEE, 2010) are rooted in educational theory and research, employing constructivist approaches to teach interdisciplinary concepts (e.g., natural sciences, civic engagement) in authentic settings (e.g., the natural world) (Carrier and Stevenson, 2017). However, classroom approaches and teacher training programs have also benefitted from this same theory and research, in an arguably more focused, long-term, and larger scale manner.…”

“…These programs are often excellent but cannot compare to the pedagogical training typically required of classroom teachers, which includes a 4-year college degree focused on teaching and months of mentored student teaching. This training ensures classroom teachers are equipped to use the same techniques that make EE high-quality education (e.g., project based learning, experiential learning) (Carrier and Stevenson, 2017). Although EE programming, whether implemented through schools and teachers (e.g., Project Learning Tree activities) or through external programing (e.g., field trips), may be a great complement to what teachers are already doing, teachers following best practices of education should be expected to produce student academic outcomes as well as, or better than, EE programming.…”