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  • Teaching traditional indoor school lessons in nature: The effects on student learning and behaviour

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    Embargoed until: 2023-10-23
    Author(s)
    Francis Norwood, M
    Lakhani, A
    Kendall, E
    Griffith University Author(s)
    Kendall, Elizabeth
    Lakhani, Ali M.
    Norwood, Michael F.
    Year published
    2021
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    Abstract
    The natural environment is associated with better behaviour and academic performance in children. However, research to date has been cross-sectional and it is important for experimental studies to investigate if a causal relationship exists. Further, participant samples from areas characterised as disadvantaged are underrepresented in the research. This study investigates the effect that lessons in nature have on disadvantaged young people's behaviour and learning compared to lessons in a standard classroom over one school term (10 weeks). A quasi-experimental study was conducted in a socioeconomically disadvantaged city in ...
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    The natural environment is associated with better behaviour and academic performance in children. However, research to date has been cross-sectional and it is important for experimental studies to investigate if a causal relationship exists. Further, participant samples from areas characterised as disadvantaged are underrepresented in the research. This study investigates the effect that lessons in nature have on disadvantaged young people's behaviour and learning compared to lessons in a standard classroom over one school term (10 weeks). A quasi-experimental study was conducted in a socioeconomically disadvantaged city in Australia. Three classes were taught in a standard indoor classroom for 5 weeks; then two of those classes relocated to a green outdoor classroom for the remaining 5 weeks; researcher observations of redirect rates, teacher ratings of behaviour, and academic grades were analysed. Students (13–14 years old) spent more time on-task in outdoor classrooms at the rate of an extra 20 s per teacher redirect, and this effect lasted over several weeks. Although engagement was better, this did not translate to better grades; reasons for this discrepancy are discussed. Outdoor classrooms may promote less disengagement and misbehaviour in class, and this could be significant for those affected disproportionately by it.
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    Journal Title
    Landscape and Urban Planning
    Volume
    206
    DOI
    https://doi.org/10.1016/j.landurbplan.2020.103963
    Copyright Statement
    © 2020 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Environmental sciences
    Engineering
    Built environment and design
    Publication URI
    http://hdl.handle.net/10072/400585
    Collection
    • Journal articles

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