Use of Nature-Based Schoolyards Predicts Students' Perceptions of Schoolyards as Places to Support Learning, Play, and Mental Health

Autor/inn/en	Zhang, Zhenzhen; Stevenson, Kathryn T.; Martin, Katherine L.
Titel	Use of Nature-Based Schoolyards Predicts Students' Perceptions of Schoolyards as Places to Support Learning, Play, and Mental Health
Quelle	In: Environmental Education Research, 28 (2022) 9, S.1271-1282 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Zhenzhen) ORCID (Stevenson, Kathryn T.) ORCID (Martin, Katherine L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2032612
Schlagwörter	Educational Environment; Playgrounds; Mental Health; Natural Resources; Outdoor Education; Student Attitudes; Grade 3; Grade 4; Grade 5; Grade 6; Teacher Role; Conservation (Environment); Ecology; Elementary School Students; Forestry; Gardening; North Carolina (Raleigh) + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Playground; Spielplatz; Psychohygiene; Natural Ressource; Natürliche Ressource; Freiluftunterricht; Schülerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Lehrerrolle; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ökologie; Forstwissenschaft; Waldwirtschaft; Gartenarbeit
Abstract	Although green schoolyards provide many benefits to children and communities, little research explores students' perceptions of these benefits and how natural elements (e.g. gardens, trees) and associated use shape student experience. We examine the relationship between nature-based attributes, nature-based activities, and teacher-led activities with students' perceptions of schoolyards' benefits to self (e.g. feeling calm, good place to learn) and to community (e.g. contributions to cleaner water, increased biodiversity). We measured 199 3rd -6th grade students' perceptions of schoolyards' benefits from 9 schools in Raleigh, North Carolina. Overall, students viewed schoolyards positively, and recognized more benefits to self than community. We found that the relationship between the presence of nature-based attributes and students' positive feelings was limited. Instead, we found that nature-based activities and teacher-led activities had a positive relationship with students' positive feelings. Our findings suggest that school greening efforts need to be paired with policies and curricular practices to encourage interaction with natural elements to ensure benefits are fully realized by students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01