Skip to main navigation menu Skip to main content Skip to site footer

Percorsi didattici per la Scuola primaria

Vol. 2 No. 2 (2024): Chimica nella Scuola n.2 2024

Educazione scientifica e/o educazione ambientale

17 May 2024


This contribution describes a pedagogical way of addressing the problem of the environmental emergency that combines the method for teaching scientific education with an ecological perspective based on attitudes and behaviors. Starting from knowledge and discovery it is, in fact, possible to build emotional bonds with what we are observing. This is a first approach to the issue which, however, represents an attempt to underline some points useful to start the work in this direction.


  1. F. E. Kuo, A. Faber Taylor, A potential natural treatment for attention-deficit/hyperactivity disorder: evidence from a national study, American Journal of Public Health, 2004, 94, 1580–1586 (DOI: 10.2105/AJPH.94.9.1580).
  2. F. Mårtensson, C. Boldemann, M. Soderstrom, M. Blennow, J.-E. Englund, P. Grahn, Outdoor environmental assessment of attention promoting settings for preschool children, Health & Place, 2009, 15, 1149–1157 (DOI: 10.1016/j.healthplace.2009.07.002D).
  3. D. R. Williams, P. S. Dixon, Impact of garden-based learning on academic outcomes in schools: synthesis of research between 1990 and 2010, Review of Educational Research, 2013, 83, 211–235 (DOI: 10.3102/0034654313475824).
  4. M. McCree, R. Cutting, D. Sherwin, The hare and the tortoise go to forest school: taking the scenic route to academic attainment via emotional wellbeing outdoors, Early Child Development and Care, 2018, 188, 980–996 (DOI: 10.1080/03004430.2018.1446430).
  5. L. Chawla, K. Keena, I. Pevec, E. Stanley, Green schoolyards as havens from stress and resources for resilience in childhood and adolescence, Health Place, 2014, 28, 1–13 (DOI: 10.1016/j.healthplace.2014.03.001).
  6. V. Ulset, F. Vitaro, M. Brendgren, M. Bekkus, A. I. H. Borge, Time spent outdoors during preschool: Links with children’s cognitive and behavioral development, Journal of Environmental Psychology., 2017, 52, 69–80 (DOI: 10.1016/j.jenvp.2017.05.007).
  7. G. Scott, M. Boyd, D. Colquhoun, Changing spaces, changing relationships: the positive impact, Journal of Outdoor and Environmental Education, 2013, 17, 47–53 (DOI: 10.1007/BF03400955).
  8. P. Dadvand, et al., Green spaces and cognitive development in primary schoolchildren, Proceedings of the National Academy of Sciences (U.S.A.), 2015, 112, 7937–7942 (DOI: 10.1073/pnas.1503402112).
  9. C. C. A. Santana, L. B. Azevedo, M. T. Cattuzzo, J. O. Hill, L. P. Andrade, W. L. Prado, Physical fitness and academic performance in youth: A systematic review, Scandinavian Journal of Medicine & Science Sports, 2017, 27, 579–603 (DOI: 10.1111/sms.12773).
  10. A. C. Bell, J. E. Dyment, Grounds for health: the intersection of green school grounds and health‐promoting schools, Environmental Education Research, 2008, 14, 77–90 (DOI: 10.1080/13504620701843426).
  11. J. A. Benfield, G. N. Rainbolt, P. A. Bell, G. H. Donovan, Classrooms with nature views: evidence of differing student perceptions and behaviors, Environment and Behavior, 2015, 47, 140–157 (DOI: 10.1177/0013916513499583).
  12. C. Becker, G. Lauterbach, S. Spengler, U. Dettweiler, F. Mess, Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions, International Journal of Environmental Research and Public Health, 2017, 14, 485 (DOI: 10.3390/ijerph14050485).