Environmental Education
Importance of Environmental Education
The Benefits of Environmental Education for Students, Educators, and the World
Need a reason to bring environmental education into your teaching practice? Check out this incredible list of well researched benefits resulting from EE and outdoor education!
The benefits of EE can be broken down into 8 categories:
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Connecting to Every Student
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EE provides increased opportunities for differentiation (Louv, 2008), diversified play (Bell & Dyment, 2008; Louv, 2008), and expanded educational experiences (Bell & Dyment, 2008).
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It allows for increased learning opportunities (Bell & Dyment, 2008) and increased relevance of schoolwork to the real lives of students (Gilbertson et al., 2006) by positioning learning within relatable contexts for your pupils.
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EE is also important for students with exceptionalities as it has been known to ‘level the playing field’ (James & Williams, 2017) academically and has numerous recognized benefits for students with attention-deficit disorders (Louv, 2008).
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Cognitive Benefits & Academics Outcomes
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Studies have shown that EE results in improved overall academic performances (Bell & Dyment, 2008; Kilburn, 2012; Louv, 2008) including student gains in social studies, science, language arts, and math (Louv, 2008)!
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Additionally, there is evidence that EE leads to improved standardized test scores and grade-point averages (Louv, 2008).
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EE also enhances cognitive abilities, such as concentration (Louv, 2008; McCurdy et al., 2010) and attentional functioning (Bell & Dyment, 2008; Becker et al., 2017; Kilburn, 2012) as well as a heightened sense of productivity (Bell & Dyment, 2008), and increased readiness to learn (Bell & Dyment, 2008).
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EE provides opportunities for the creation of memorable, comprehensive, and long-term learning, which results in deeper and more effective learning for students (James & Williams, 2017).This includes increases in knowledge and understanding, improved ability to use technical terms and relate knowledge of concepts to other curriculum areas (Dillon, et al., 2005).
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Physical Health Benefits
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EE in outdoor settings has been shown to improve physical activity rates (Kilburn, 2012) and lead to positive motor skills development such as balance and hand-eye coordination (Bell & Dyment, 2008).
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Additionally, outdoor EE reduces obesity rates in schools (Bell & Dyment, 2008; Kilburn, 2012; Louv, 2008), as well as childhood injury rates as students learn and become more confident in their physical abilities (Kilburn, 2012).
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Mental Health Benefits
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The mental health benefits of outdoor environmental education are numerous (Anderson, 2015; McCurdy, 2010)and include improved emotional health and wellbeing (Holloway & Mahan, 2012; Kilburn, 2012; Louv, 2008), increased resistance to stress and depression, lowered anxiety levels, and therapeutic benefits for students with attention-deficit disorders (Louv, 2008).
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Personal Development and Learning Skills
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EE and outdoor ed can dramatically impact the personal development of students (Dillon, et al.. 2005).
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Firstly, students who spend time engaging in EE develop problem-solving, critical-thinking and decision-making skills (Louv, 2008)!
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They also experience improved self-esteem (Becker, et al., 2017; Bell & Dyment, 2008; Dillion, et al., 2005; Louv, 2008) and motivation to learn (James & Williams, 2017; Louv, 2008).
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Other benefits include the constructive channeling of energy (Bell & Dyment, 2008), improved communication skills (Holloway & Mahan, 2012), enhanced self-confidence (Dillon, et al., 2005), and the development of social and interpersonal skills (Dillon, et al., 2005).
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Students are also provided with more opportunities to take on leadership roles within the classroom through EE and thus develop leadership skills and competence when mentoring (James & Williams, 2017).
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Finally, because outdoor EE exposes students to risks they can learn from, a common result is the healthy development of risk assessment skills in students (Beames, 2012; Brussoni et al., 2012; Gilbertson et al., 2006)!
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Attitudes, Engagement, & Fun
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EE and outdoor learning experiences typically affect the attitudes of students in numerous positive ways. For example, students who engage in outdoor EE usually demonstrate positive dispositions toward new learning experiences and increased levels of hope (Bell & Dyment, 2008). There are often reports of improved student enjoyment, excitement, and attitudes toward educational experiences (Becker, et al., 2017; Dillon, et al., 2005; Holloway & Mahan, 2012), which leads to higher levels of engagement in and motivation for learning, including increased emotional engagement. Students view outdoor lessons as novel and new, engage in more creative thinking and play, and perceive outdoor learning as more fun (Dillon, et al., 2005; Louv, 2008)! Additionally, educators report increased by-in from apathetic students toward school and learning when outdoor activities are integrated into lessons (James & Williams, 2017).
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Classroom Dynamics & Management
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EE has an incredible impact not just on individual students, but on classroom dynamics as a whole. This includes improved classroom behavior and attendance, enhanced cooperation and conflict resolution, reduced disruptions and disturbances, improved interpersonal relationships, increased respect for others, better cooperation, teamwork, and social relationships, and decreased bullying rates (Becker, et al. 2017; Kilburn, 2012; Louv, 2008).
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Additionally, outdoor educational experiences creates a new dynamic between students and educators, as they are more informal it is easier to create positive relationships outside of pupil/teacher dynamic, leading to improved student/teacher relationships (Dillon, et al., 2005).
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Relationships with the Natural World
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Time spent outdoors for EE has a profound impact on student relationships with the environment. Specifically, and most importantly, this includes improved relationships with the environment. Students develop stronger, deeper, connections to nature as a result of their time spent learning in, and about, nature. They demonstrate increased environmental stewardship and greater ecological behaviours, resulting from increases in environmental knowledge and connectedness to nature (Bell & Dyment, 2008; Kilburn, 2012). They also develop improved relationships with the nonhuman other including nurturing attitudes toward plants and animals and empathy for nonhumans (Bell & Dyment, 2008; Dillon, et al., 2005). Students achieve an improved understanding of ecological issues (Becker, et al., 2017), as well as the development of an intrinsic love of learning in the outdoors (James & Williams, 2017). They develop active responsibility for the environment, as well as attitudes that create a foundation for future environmental sustainability and stewardship practices. EE encourages the development of pro-environmental values and beliefs and teaches young people to promote positive environmental action and influence change in society. Ultimately, EE promotes stewardship in the next generation, and acts as one solution to the current environmental crisis.
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References
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Anderson, C. L., Miller, B. M., Eitel, K. B., Veletsianos, G., Eitel, J. U. H., & Hougham, R. J. (2015). Exploring Techniques for Integrating Mobile Technology into
Field-Based Environmental Education. Electronic Journal of Science Education, 19(6), 1-19.
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Beames, S. (2012). Learning outside the classroom: theory and guidelines for practice. New York: Routledge.
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Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on
Students’ Learning, Social and Health Dimensions. International Journal of Environmental Research and Public Health, 14(5), 485.
Bell, A. C., & Dyment, J. E. (2008). Grounds for health: the intersection of green school grounds and health-promoting schools. Environmental Education
Research, 14(1), 77-90.
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Brussoni, M., Olsen, L. L., Pike, I., & Sleet, D. A. (2012). Risky Play and Children’s Safety: Balancing Priorities for Optimal Child Development. International Journal
of Environmental Research and Public Health, 9(9), 3134-3148.
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Dillon, J., Morris, M., O'Donnell, L., Reid, A., Rickinson, M., & Scott, W. (2005). Engaging and Learning with the Outdoors – The Final Report of the Outdoor
Classroom in a Rural Context Action Research Project. National Foundation for Education Research, http://www.bath.ac.uk/cree/resources/OCR.pdf
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Gilbertson, K., Bates, T., McLaughlin, T., & Ewert, A. (2006). Outdoor Education: Methods and Strategies. Champaign: Human Kinetics
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Holloway, P., & Mahan, C. (2012). Enhance nature exploration with technology. Science Scope, 35(9), 23-28.
James, J. K., & Williams, T. (2017). School-Based Experiential Outdoor Education: A Neglected Necessity. Journal of Experiential Education, 40(1), 58-71.
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Kilburn, B. (2012). Into Nature: A Guide to Teaching in Nearby Nature. Back to Nature Network. https://www.back2nature.ca/teachers-guide-into-nature-
english/
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McCurdy, L. E., Winterbottom, K. E., Mehta, S. S., & Roberts, J. R. (2010). Using Nature and Outdoor Activity to Improve Children's Health. Current Problems in
Pediatric and Adolescent Health Care, 40(5), 102-117.
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Louv, R. (2008). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin Books of Chapel Hill.
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