The Benefits and Pitfalls of an Urban Foraging-Based Environmental Education Program

• In Event: AERA Roundtable Session Sunday 1:45 pm
  In Roundtable Session: Youth, Place, and Environmental Citizenship

Abstract

Guided by situated learning theory, this mixed-methods case study explored a foraging-based environmental education program implemented in two third-grade classrooms, aiming to strengthen students’ connection to nature through experiential learning. Data sources included student and parent surveys (pre- and post-program), interviews with teachers and the guide, outdoor activities observations, and document analysis. Although quantitative findings showed no statistically significant change in students’ connection to nature, qualitative data revealed meaningful impacts and highlighted substantial differences between the classrooms. High teacher engagement in one class led to deeper student participation and program success, while limited involvement in the other reduced impact. Despite the differences between the two classrooms, children from both groups acted as change agents, encouraging their families to engage outdoors.

Author

• Dafna Gan, The Open University of Israel