Nature-based learning appears to work especially well for disadvantaged and disengaged students, potentially narrowing achievement gaps¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Nature-based learning can work better for disadvantaged students, boost interest in uninterested students, and reduce disruptive episodes and dropouts among at-risk students. → Kuo M 2019

Evidence¶

Kuo M 2019¶

Kuo M, Barnes M and Jordan C (2019) Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship. Front. Psychol. 10:305. https://doi.org/10.3389/fpsyg.2019.00305

q2 · i? · review · r3

The review reports that benefits of nature-based learning for disadvantaged students were a striking leitmotif in its reading: it "can work better for disadvantaged students" and "appears to boost interest in uninterested students", citing McCree et al. (2018), Sivarajah et al. (2018), Dettweiler et al. (2015), and Truong et al. (2016).

"Not only can nature-based learning work better for disadvantaged students (McCree et al., 2018; Sivarajah et al., 2018), but it appears to boost interest in uninterested students (Dettweiler et al., 2015; Truong et al., 2016)"

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Active learning narrows achievement gaps for disadvantaged and underrepresented students — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Students show signs of dropout risk early in high school, and schools that reach out in the ninth-grade year can keep them on track to graduate — related