Outdoor Education is Essential for Developing the Environmental Stewards of Tomorrow

Abstract

<p>“Environmental literacy (EL) is defined as having the knowledge, skills & disposition to solve problems & resolve issues individually & collectively that sustain ecological, economic & social stability.”  (DOE.Virginia.gov)   </p><p>In USA public schools, EL is a stated goal for education in every state’s standards.  But do we really address it effectively if we don’t actually take our students outside?  How can students truly understand the current Anthropocene Era if they don’t go outdoors and witness it for themselves?  And how can they develop the disposition to want to resolve those issues if they haven’t created a relationship with the environment they live in?</p><p>With global issues of biodiversity loss, habitat fragmentation, invasive species, and climate change, it is imperative we help our students develop their understanding of “place” within the environment.  We don’t create compassionate stewards of the environment unless they first understand its importance.  Multiple studies show that taking students and teachers outdoors to learn is one of the most effective ways to instill EL and create a connection and desire to protect their little part of the world.  </p><p>Students at Patriot High School in Nokesville VA USA participate in outdoor learning opportunities which link state curriculum standards with development of that sense of place.  Repeated exposure to sites on campus over several seasons deepen that connection and allow for long term data collection opportunities.  Students visit tree lined areas to witness changes to bird populations, budding and leaf out, and insect presence that would not be seen in a one-visit lesson. </p><p>Some of the outdoor lessons include:</p><ol><li>Dichotomous keys to identify trees on campus. Discussions follow to identify which trees are native and how that affects their ability to survive.</li> <li>Use of apps like iNaturalist allows students to satisfy their immediate “need to know.” They log biodiversity on campus and can link this learning to both ecology and classification lessons.</li> <li>Students helped construct an outdoor classroom around a natural pond including a walking trail with stations and moveable tables. They have used microscopes to view aquatic organisms, analyzed water quality using test kits, and compared soil quality within the pond enclosure to soil closer to the school building.</li> <li>Students enjoy trash pick-ups on campus. They feel they are making a difference and have said that it changes their attitude toward litter.</li> </ol><p>Students track place-based seasonal changes.  They graph data, develop hypotheses/field investigations, and problem solves issues.   Students get involved in solving real world problems they uncover while learning the curriculum.  They have shared that this repeated environmental engagement has deepened their level of concern for their local environment and for many has directly changed their future career paths at university.</p><p>“EL encourages students to research, investigate how and why things happen, and make their own decisions about complex environmental issues.  By developing and enhancing critical and creative thinking skills, environmental education helps foster a new generation of informed consumers, workers, as well as policy or decision makers.”  (PLT.org) </p><p>Isn’t that a truly important goal?</p>