¹Amanda DeGoede,²Glenn Richard Penny,³Donna M. Brackin

^1,2,3Walden University, Minneapolis, MN

DOI : https://doi.org/10.47191/ijsshr/v6-i6-54

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ABSTRACT

Although nature-based learning (NBL) contributes to the development of students, its inclusion in elementary schools is inconsistent. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. A basic qualitative design was used to capture the insights of 10 elementary administrators through semistructured interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that NBL is supportive of child development and builds experiential learning but is not widely used.

KEYWORDS:

nature-based learning, elementary, administrators, student learning, child development, nature

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