Nature-based learning (NBL) is an educational approach that utilizes the natural environment as a context for learning and development. It emphasizes direct experiences in nature, fostering holistic development and a connection to the natural world.

Key Findings from Recent Research:

• Improved Cognitive Functioning: Studies show that NBL enhances attention, memory, creativity, and problem-solving skills (Kuo et al., 2018; Dadvand et al., 2015). Exposure to nature reduces mental fatigue and improves focus, leading to better learning outcomes.
• Enhanced Social and Emotional Development: NBL fosters cooperation, communication, and social skills. It also reduces stress, improves self-esteem, and promotes emotional regulation (Bates et al., 2018; Roe & Aspinall, 2011).
• Increased Physical Activity and Health: NBL encourages physical activity, leading to improved fitness, motor skills, and overall health. Spending time in nature has also been linked to reduced risk of chronic diseases (Fjørtoft & Sageie, 2000).
• Environmental Awareness and Stewardship: NBL cultivates an appreciation for nature, promoting pro-environmental attitudes and behaviors. It fosters a sense of responsibility for the environment and encourages sustainable practices (Chawla, 2015).
• See also Roberts et al. 2019, Kuo et al. 2019, Barfod and Daugbjerg 2018, Munoz 2009,

Relationship to other Learning Theories:

• Self-Directed Learning: NBL provides opportunities for learners to take ownership of their learning experiences. They can explore, investigate, and pursue their own interests in a natural setting, fostering autonomy and self-direction (Martin et al., 2017).
• Agentic Learning: NBL empowers learners to take an active role in their learning and make choices about their experiences. They can set goals, make decisions, and solve problems in a real-world context, promoting agency and self-efficacy (Bandura, 2001).
• Experiential Learning: NBL is inherently experiential, emphasizing learning by doing. Learners engage in hands-on activities, make observations, and reflect on their experiences, leading to deeper understanding and knowledge construction (Kolb, 1984).
• Place-Based Learning: NBL connects learning to the local environment, fostering a sense of place and community. It utilizes local resources and addresses real-world issues, making learning relevant and meaningful (Sobel, 2004).
• Flow Learning: NBL can create conditions for flow experiences, where learners are fully immersed and engaged in the activity. The challenges and opportunities presented by the natural environment can lead to a state of flow, characterized by focus, enjoyment, and intrinsic motivation (Csikszentmihalyi, 1990).
• Outdoor Education: NBL shares similarities with outdoor education, but it goes beyond traditional outdoor activities. It emphasizes the integration of curriculum content with the natural environment, promoting deeper learning and connection to nature (Fjortoft, 2001).

References:

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26.

Bates, C. R., Bohnert, A. M., & Gerstein, D. E. (2018). Nature-based early childhood education: Examining the impact of a nature preschool program on children’s social and emotional development. Early Childhood Education Journal, 46(5), 551-560.

Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452.

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.  

Dadvand, P., Nieuwenhuijsen, M. J., Esnaola, M., Forns, J., Basagaña, X., Alvarez-Pedrerol, M., … Sunyer, J. (2015). Green spaces and cognitive development in primary schoolchildren. Proceedings of the National Academy of Sciences, 112(26), 7937-7942.  

Fjørtoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.  

Fjørtoft, I., & Sageie, J. (2000). The effect of an outdoor play period on physical activity and perceived restorativeness. Early Childhood Education Journal, 28(1), 59-63.  

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Kuo, M., Browning, M. H. E. M., & Penner, M. L. (2018). Do lessons in nature boost subsequent classroom engagement? Ecopsychology, 10(3), 154-163.

Martin, A. J., White, M. P., Hunt, A., Richardson, M., Pahl, S., & Burt, J. (2017). Children and nature: A scoping review. Frontiers in Psychology, 8, 1293.

Roe, J., & Aspinall, P. (2011). The restorative benefits of walking in urban and rural settings in adults with good and poor mental health. Health & Place, 17(1), 103-113.  

Sobel, D. (2004). Place-based education: Connecting classrooms & communities. Orion Society.

Summary and reference list generated by Gemini Advanced, 25 Jan 2025. I have not verified all of the articles above.

References I would add from my library include:

Roberts, A., J. Hinds., P. Camic. 2019. Nature activities and wellbeing in children and young people: a systematic literature review. Journal of Adventure Education and Outdoor Learning 20: 298-318

Munoz, S. 2009. Children in the outdoors: a literature review. Sustainable Development Research Centre. White Paper

Cottrell, S., J. Raadik-Cottrell. 2010. Benefits of outdoor skills to health, learning and lifestyle: literature review. Association of Fish and Wildlife Agencies. White Paper

University of Utah Health Communications. 2022. The physical and mental benefits of getting outside in the winter. https://healthcare.utah.edu/healthfeed/postings/2022/01/winter-physical-mental-benefits.php (accessed 07 Sep 2022)

Kuo, M., M. Barnes, C. Jordan. 2019. Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology. 10 https://doi.org/10.3389/fpsyg.2019.00305 (accessed 25 Jan 2025)

Barfod, K., P. Daugbjerg. 2018. Potentials in Udeskole: inquiry-based teaching outside the classroom. Frontiers in Education 3 https://doi.org/10.3389/feduc.2018.00034 (accessed 25 jan 2025)