Nature Journaling in the High School Classroom

Autor/in	Bollich, Jennifer
Titel	Nature Journaling in the High School Classroom
Quelle	In: American Biology Teacher, 85 (2023) 4, S.187-191 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Physical Environment; Journal Writing; Science Instruction; High School Students; Literacy; Critical Thinking; Thinking Skills; Anxiety; Depression (Psychology); Mental Health; Environmental Education; Science Activities + Suchen Sie Ihr Suchwort? Natürliche Umwelt; Zeitschriftenaufsatz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Alphabetisierung; Schreib- und Lesefähigkeit; Kritisches Denken; Denkfähigkeit; Angst; Psychohygiene; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	Many of today's adolescents have little to no connection to their environments or the native plants and animals that share their spaces. This is primarily due to a significant decrease in the amount of time children spend outdoors now, compared with children in the mid to late 20th century, compounded by a lack of natural history and outdoor experiences in schools. Nature journaling is an effective way for life science teachers to get adolescents outside and incorporate nature studies into their lessons. Students engaged in regular, sustained nature journaling could experience an increase in literacy and critical thinking skills, an increase in understanding and connections to their native landscapes, and a decline in anxiety and depression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01