Nature-based experiences with academic mentors in urban environments enhances students' awareness and interest

The purpose of this experimental study was to investigate whether an expert-led, environmental education program contrasting schoolyard experiences with those in city green spaces affects learning outcomes in school children. Differences between groups taught in the school yard and groups taught in local green spaces were examined.

Children (n = 32) aged 10-12 years were recruited for the study from a Gifted Kids program in Lower Hutt City, New Zealand. The program consisted of four, two-hour experiential and active learning sessions. For the final session, students were randomly assigned to either a school-based or nature-based learning environment for an outdoor research activity with a biologist. A 15-item knowledge questionnaire and cognitive maps were utilized pre, post, and three months post experience to assess environmental knowledge and awareness. Reflective journals completed after the experience were also used to assess knowledge and intentions related to interest in the environment.

MANOVA analysis of questionnaire data and separate analysis of cognitive maps revealed significant gains for children participating in environmental education programs in some but not all of the knowledge outcome categories. More importantly, the study revealed larger effect sizes or gains for the children who participated in natural green spaces when compared to those who participated in the school yard. These findings suggest integration of both environmental education and exposure to natural spaces may contribute to positive outcomes for children.

In both treatment groups, there was an experienced biologist who worked with the students using radio-telemetry to engage the students in scientific investigations. Those students who worked with the biologist in the green space experienced significant gains in nature awareness and intentions to act related to the environment, including some expression of possible career choices, and these gains were retained at the three-month follow-up point. The students who participated in the telemetry activity in the schoolyard showed less nature awareness, more limited intentions to act, and did not retain their gains at the three-month follow-up point. Reasons for lack of improvement in certain domains, including prior familiarity with topics, were discussed.