Helping Teachers to Use Their School's Backyard as an Outdoor Classroom: A Report on the Watershed Learning Center Program

How Many Species Are There? Public Understanding and Awareness of Biodiversity in Switzerland

“…Moreover, a strong methodological focus on naturebased investigations during pre-service teacher training was found to positively influence the willingness and confidence of students to apply such activities later on in school (Lindemann-Matthies and Kadji-Beltran 2006). In addition, teachers should be encouraged to make more use of easily accessible settings like school grounds or the surroundings of schools for outdoor nature education (examples in Kenney et al 2003;Malone and Tranter 2003;Rowe and Humphries 2004;Lindemann-Matthies 2006). A short distance between school and study site not only saves money for transportation, but also valuable teaching time, two factors that might otherwise restrict the willingness of teachers to engage in outdoor education (Keown 1986;Lock 1998;Tilling 2004).…”

“…For a promotion of emotional connections with nature, value formation, and the development of an environmental ethic, conservation education should encourage people to bond with elements in nature, whether those elements are particular animals, plants, species, places, or ecosystems (Saunders 2003). Children in primary schools are an important target group, because young children are particularly interested in living organisms, and like hands-on activities and the study of plants and animals, particularly outside the classroom (Kenney et al 2003;Malone and Tranter 2003;LindemannMatthies 2006). However, 6-10 year old children were also found to be the most exploitative, unfeeling and uninformed of all children in their attitudes towards living organisms (Kellert 1985).…”

Fifth Graders' Knowledge, Attitudes, and Behavior Toward Habitat Loss and Landscape Fragmentation

“…Specifically, curricula should provide frequent, sustained experiences in the natural environment (Ernst & Stanek, 2006;Smith-Sebasto & Cavern, 2006). Participation in outdoor, schoolyard activities can strengthen the results of education, especially supporting participation that expands on classroom instruction (Kenney, Militana, & Donohue, 2003;Randler et al, 2005;Zelezny, 1999). Schoolyards are a logical link to classroom lessons because outdoor experiences in the schoolyard can be incorporated into long-term curricular efforts; feature frequent, repeated experiences in the outdoors; and help students strengthen their sense of place, value for nature, and understanding of local biodiversity (Bizerril, 2004;Cronin-Jones, 2000;Harvey, 1990).…”

In Overcoming Obstacles to Curriculum Integration, L.E.S.S. Can Be More!

“…The students conducted authentic investigations of the social environments in their school, and they presented their findings to their classmates, parents, and teachers during the science fair. developed local or school-based studies of watersheds (e.g., Endreny, 2007;Kenney, Militana, & Donohue, 2003;Tanner, 2001), meteorology (Kahl, Horwitz, Berg, & Gruhl, 2004), and ethnobotany (Reed, 2003).…”