Nature Journaling: Enhancing Students' Connections to the Environment through Writing

Autor/inn/en	Cormell, Janita; Ivey, Toni
Titel	Nature Journaling: Enhancing Students' Connections to the Environment through Writing
Quelle	In: Science Scope, 35 (2012) 5, S.38-43 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-2376
Schlagwörter	Science Activities; Journal Writing; Action Research; Physical Activity Level; Grade 6; Middle School Students; Classroom Environment; Correlation; Student Attitudes; Science Teachers; Teaching Methods; Oklahoma + Suchen Sie Ihr Suchwort? Zeitschriftenaufsatz; Projektforschung; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Klassenklima; Unterrichtsklima; Korrelation; Schülerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Today's youth are increasingly spending more time indoors and less time outside. As a result, many children have a "nature deficit" (Louv 2005) and little awareness of their role in nature. In this article, the first author describes how she shared her passion for nature with her sixth-grade students through nature journaling and how her students gained a better understanding of the natural world as a result. This action research study indicates that after journaling, students had an increased understanding of the environment. Nature journaling provided an outlet for students to go outside and focus on nature. Linking the journaling to the classroom through activities also allowed students to make better connections among science activities, writing, and the environment. (Contains 5 figures.) (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10