Our Approach
In today’s changing world, learners often view nature as unfamiliar and distant from their lives. Informed by research and our experiences of engaging with teachers, educators, and children from different contexts and geographies, we have developed a Nature Learning Framework and Pedagogy. This approach aims to provide opportunities for learners to develop a deeper sense of wonder, love, and a lasting connection with nature, the natural world.
This dynamic and collaborative approach deeply informs our nature learning and resource creation process. It is based on observations and reflections from classrooms, conversations with teachers, understanding the needs of teachers and students, and correlating them with the school curriculum.
The Pillars of Our Program
Nature Classrooms Pedagogy
Aims to provide a dynamic, inclusive, and collaborative approach to planning nature learning engagements and resources, to develop wonder, love, and a physical and emotional connection to nature.
Nature Learning Framework
Guides educators in selecting, designing, and developing age-appropriate resources and session plans for nature learning.
Nature In Action
For a more elaborate version of the checklist (with explanations, examples, and more questions for consideration), click here:
Nature Learning Checklist
Recommended Readings
If you are an educator looking to engage with articles and opinion pieces on nature education and pedagogy, a student looking to explore discourses in nature education, or just curious about these things - here's a list of essential readings available online. Many of these articles and essays have inspired and influenced discussions within Nature Classrooms, and we hope to share this inspiration with many more.
Find a curated list of readings here!
Look, Don’t Touch by David Sobel
Place-based learning of science: Experiences in integration by Arun, Poornima and Nishant (2021)
A Pedagogy for Ecology by Ann Pelo
The Ecosystem of Learning by Yuvan Aves
Connecting Learning to the Natural World by Nature Classrooms
Towards a Curriculum for ‘Belonging’ by Yuvan Aves
Leave No Child Inside by Richard Louv
The exploration of Biology through Art: some reflections from the classroom by Kaustubh Rau (2018, January), in iwonder, 4, 63 — 71
Structure and Spontaneity: A fine balancing act by Radha Gopalan
Pedagogy of 'dirty' hands: reflections from an urban terrace farm by Dutta, Deborah (2019), in iwonder, pp. 72-81.