In 2002, the American Zoo and Aquarium Association conducted a study on visitor learning in informal settings. The study found both short-term impacts and long-term impacts to visiting informal learning institutions, such as zoos, museums, and visitor centers. The study also found evidence that these visitors had increased awareness, knowledge and a “heightened enthusiasm for making behavioral changes.” The same study found that people who actively participate in “nature-sensitive” outdoor activities demonstrated more knowledge of conservation issues and behaved in more environmentally responsible ways as consumers.

Other research shows how regular contact with and play in the natural world as a child is critical to establishing an ethic of environmental stewardship as an adult (Bunting 1985, Schultz et al. 2004, and many other studies). (But see the section below about how presenting some concepts too early can actually breed “biophilia.”)

Experiential education in outdoor learning situations can also have a positive impacts on formal education. For example, Gerber et al. (2001) documented that informal learning environments positively impact students’ scientific reasoning abilities. The same study showed that students involved with inquiry-based learning experiences showed higher scientific reasoning abilities compared to those in non-inquiry science classrooms.

Additionally, since 1997 an educational research organization called the State Education and Environment Roundtable has found that environment-based education improves academic performance and learning across the board. It also results in decreased discipline problems, increased problem-solving abilities, increased science knowledge, and increased levels of engagement.

As well, Howe and Disinger (1988), following a study of environmental issue investigation, action training, and outdoor educational experiences on 7 th-grade students, found significantly greater changes in environmental behavior and knowledge when compared to a control group. Similarly, Cullen (1994) used a model of environmental issue investigation and action skills training to assess the effects on 7 th-8 th graders learning about wetlands issues. He also found significant differences in overt environmental behavior of the treatment group versus the control group.

As well, Matthews and Riley (1995) found that the programs most likely to change behavior involve concrete, environmentally positive, action-oriented experiences. Importantly, successful programs also need a relevant context, implying the need for informal education experiences on local public lands.

Words to consider re “Biophilia”

“The problem with much environmental education is that it approaches education from an adult's, rather than a child's perspective. Children's curiosity with the natural world and unique way of knowing requires discovery and exploratory learning, rather than a didactic approach. One of the main problems with most environmental education is premature abstraction, teaching children too abstractly. One result of trying to teach children at too early of an age about abstract concepts like rainforest destruction, acid rain, ozone holes and whale hunting can be dissociation. When we ask children to deal with problems beyond their cognitive abilities, understanding and control, they can become anxious, tune out and develop a phobia to the issues. In the case of environmental issues, biophobia - a fear of the natural world and ecological problems - a fear of just being outside - can develop. Studying about the loss of rainforests and endangered species may be age appropriate for middle school children, but is developmentally inappropriate for pre-school and elementary school students (Cohen & Horn-Wingerg 1993, Coffey 2001, Kellert 2002, Sobel 1996, Wilson 1997).

John Burroughs cautioned that, "Knowledge without love will not stick. But if love comes first, knowledge is sure to follow." The problem with most environmental education programs for young children is that they try to impart knowledge and responsibility before children have been allowed to develop a loving relationship with the earth (Sobel 1996, Wilson 1997). Children's emotional and affective values of nature develop earlier than their abstract, logical and rational perspectives (Kellert 2002). We need to allow children to develop their biophilia, their love for the Earth, before we ask them to save it. Rather then books and lectures, nature itself is children's best teacher (Coffey 2001). Young children tend to develop emotional attachments to what is familiar and comfortable for them ( Wilson 1996). The more personal children's experience with nature, the more environmentally concerned and active children are likely to become (Bunting & Cousins 1985, Harvey 1989).”