Term

Spring 2021

Capstone

Capstone Project

Degree Name

MAED: NSEE

Facilitator(s)

Trish Harvey

Content Expert

Dave Rafferty

Abstract

This paper seeks to answer the question: How can middle school teachers increase student creativity and connection to nature through equitable nature-based experiences during distance learning? This paper reviews the history of nature based learning (NBL) and exploratory learning, and examines the positive outcomes of these practices. These benefits include increased engagement and interest in normally uninterested students (Dettweiler et al., 2015; Truong et al., 2016), improved grades (Camassao & Jagannathan, 2018), and reduced disruptive episodes and dropouts among “at risk” students (Ruiz-Gallardo et al., 2013 as cited in Kuo et al., 2019). Although many research studies have shown positive physical, social, emotional and academic benefits of NBL (Kuo et al., 2019), there are glaring equity issues in terms of representation and access to outdoor spaces based on gender (Clark, 2015), race (Finney, 2014), and socioeconomic status (Astell-Burt, 2014). A new equity issue arose when schools moved to distance learning models in response to the COVID 19 pandemic. This seven week digital nature journal curriculum addresses the need for creativity and connection to nature during distance learning for all students regardless of their background, prior experiences or access to outdoor space. By engaging each student through observation, inquiry and creation, this project will help to build a more connected, passionate and creative generation of student advocates that is desperately needed in our ever changing world.

Project Type

Curriculum

Keywords

Curriculum, Environmental Studies, Science, Technology

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

Included in

Education Commons

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