Improved 21st Century Skills and Civic Engagement

In the previous post I mentioned a study Stanford University led that was interpreted by North American Association for Environmental Education. The study looked at over 110 peer-reviewed articles in scholarly journals during the last 20 years relating to environmental education. The study found many benefits outside of respect for nature and the environment came out of environmental education experiences.

In these posts, I’ll relate the findings of Stanford University study. Today we’ll be discussing 21st Century Skills and Civic Engagement and Empowerment. Both topics are important in today’s climate of learning and processing information and how students engage with each other.

The study found “EE helps young people learn more about the relationship between people and the environment. But goes far beyond that, supporting creativity, enhancing critical and analytical thinking,1 building leadership skills, and helping students learn how to effectively collaborate and work in teams.2 Teachers, education experts, and business leaders have identified these as “21st century skills” that are necessary for students’ future success in all areas of life.”

The study went on to say “EE can help students become more engaged citizens. Through its real world application and problem solving, EE helps students learn their impact in the world, and that their decisions and actions are important. Stanford University researchers’ analysis of peer-reviewed articles found that studies measuring civic outcomes report that EE has a positive impact in 92% of the cases. A dozen peer-reviewed studies demonstrated that EE has positive civic outcomes such as instilling learners with a sense of personal responsibility and motivation to address community and environmental issues. “Environmental education helps students gain skill in making a difference and an intrinsic belief that they can. That confidence and empowerment can spill over into other aspects of their lives.” -Dr. Martha Monroe, University of Florida”.

Again, these reinforcing what we have always known about EE. These valuable experiences in the outdoors combined with intentional instruction and debrief help our student become better learners they also help them become better individuals and citizens.

1. Ernst, J. A. & Monroe, M. (2006). The effects of environment-based education on students’ critical thinking skills and disposition toward critical thinking. Environmental Education Research , 12(3-4), 429-443. doi: 10.1080/13504620600942998 In-line Citiation: (Ernst & Monroe, 2006)

2. Volk, T.L., & Cheak, M. J. (2003). The effects of an environmental education program on students, parents and community. The Journal of Environmental Education, 34(4), 12-25. doi: 10.1080/00958960309603483

More than just nature and the environment

The wonderful academics at the North American Association for Environmental Education have prepared a guide using a study that Stanford University led. Stanford University experts researched over 110 peer reviewed academic writings spanning over 20 years. In their research they found what we already know. Not only does environmental education help kids learn and respect nature and the environment, kids also walk away with greater confidence, improved academic performance and improved critical thinking skills to name a few.

“According to a number of studies, EE can improve student performance on tests (including standardized tests) across a range of subject areas. That’s because it can help students think critically, solve problems, improve their creativity, and more.1 One study, which compared 77 schools, found students in schools with environmental education consistently outperformed other schools on state standardized tests in math, reading, writing, and listening comprehension. Another study in Washington state found that 65 percent of the schools with environmental education programs performed significantly better in math.2

We’ve know for years that environmental education programs assisted students in areas other than the environment. We now have scientific data from peer reviewed journals to back up what we inherently known. Sending your students to Virginias’ Outdoor Classroom not only helps them become more conscience of the environment, it helps them become better all around students.

1. Bartosh,O., Tudor, M., Ferguson, L., & Taylor, C. (2006). Improving test scores through environmental education: Is it possible? Applied Environmental Education and Communication 5(3), 161-169

   Jennings, N., Swindler, S., & Koliba, C. (2005). Place-Based Educatiion in the Standards-Based Reform Era-Conflict or Complement? American Journal of Education 112(1), 44-65. doi:10.1086/44452

2. Wheeler, G. & Thumlert, C. (2007). Environmental Education Report. Olympia, WA: OSPI

   Bartos, O., Tudor, M., Ferguson, L., & Taylor, C. (2006). Improving test scores through environmental education: Is it possible? Applied Environmental Education and Communication 5(3), 161-169

   Jennings, N. (2005). Place-Based Education in the Standards-Based Reform Era-Conflict or Complement? American Journal of Education 112(1), 44-65. doi: 1086/44522

   Danforth, P.E., Waliczek, T.M., Macey, S.M., & Zajicek, J.M. (2008). The effect of the National Wildlife Federation’s Schoolyard Habitat Program on fourth grade students’ standardized test scores. HortTechnology 18(3): 356-360

Life Skills and Personal Growth

According to the North American Association for Environmental Education, environmental education has a profound impact on young people. These impacts are being measured, recorded and dispersed in academic journals throughout. Here is another excerpt to learn more about the benefits of environmental education.

Impacts that were measured and reported were on life skills and personal growth. “EE’s immersive approach helps students learn life skills that can’t come from a worksheet in a classroom and go beyond improving academic performance. Emphasizing the whole student, EE seeks to increase students’ success broadly and holistically-from helping them develop confidence, autonomy, and leadership, to building social skills in collaborative work, deliberative dialogue, and conflict management both inside and outside the classroom. A middle school teacher using EE observed, “The program really enhanced students’ personal growth-they became more independent and more tolerant. They demonstrated grater problem solving and collaborative skills, as well as positive gains in social competencies like leadership, recognizing the value of cooperative efforts, enhancing capacity to get along with others, social negotiation, and cultivating leaders in the community.”1

1. Boyer, S.J. & Bishop, P.A. (2004). Young adolescent voices: Students’ perceptions of interdisciplinary teaming. Research in Middle Level Education 28(1), 1-19