Nature-based instruction improves academic achievement over traditional instruction, with larger gains at larger doses¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In a randomized controlled trial of school garden-based instruction, students gained more science knowledge than waitlist-control peers taking traditional classes, and gains increased with the amount of garden-based instruction. → 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 · r2
The review reports a randomized controlled trial of school garden-based instruction with waitlist controls, in which "students gained more knowledge than waitlist control peers taking traditional classes"; the review adds that the more garden-based instruction, the larger the gains. Attributed to Wells et al. (2015).
"In a randomized controlled trial of school garden-based instruction involving over 3,000 students, students gained more knowledge than waitlist control peers taking traditional classes"
Discussion¶
Related Claims¶
- Sustained aerobic exercise improves children's EFs, with dose-response benefits for the most EF-demanding task and math in the high-dose group only
- Children admitted by random lottery to high-fidelity Montessori schools performed better or the same as waitlisted controls on academic, executive function, and social measures, never worse — related
- PAIR-C scaffolding shows mixed evidence for deep understanding and reduced misconceptions in emergent-phenomena instruction — related
- Assignment to BookNook tutoring produces a small but statistically significant increase in reading growth on the NWEA MAP for grade 1-4 students — related
- Long-term nature exposures produced inconsistent effects on long-term knowledge acquisition, with positive garden and outdoor-lesson effects for some groups but not others — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
nbi-outperforms-traditional-instruction-dose-response |
title |
Nature-based instruction improves academic achievement over traditional instruction, with larger gains at larger doses |
description |
Nature-based instruction improves academic achievement over traditional instruction, with larger gains at larger doses |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-14 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kuo-m-2019 |
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