This paper explores the observations and perceptions of school children as they engage with nature through place based environmental experiences. The paper reports on two projects, one based in the USA and the other in Australia, designed to promote understanding of sustainability through outdoor interventions. While the interventions share common educational goals the children came from very different places, on many levels. From New York City to regional Australia the childrenÃ¢Â€Â™s collective experiences highlight the capacity of outdoor-based interventions to promote understandings of nature. Originating and enacted in different hemispheres, both interventions demonstrate the value of passive outdoor education in developing eco-centric thinking and values.
|Number of pages||16|
|Journal||Journal of Sustainability Education|
|Publication status||Published - May 2013|