Learning in nature: A review of the benefits of green space in the school environment.

Authors

  • Marina Bernardes Universidade Federal de Santa Catarina - UFSC
  • Lizandra Garcia Lupi Vergara Universidade Federal de Santa Catarina

DOI:

https://doi.org/10.22320/07196466.2017.35.052.09

Keywords:

architecture, school, educational environment, attention, vegetation

Abstract

Learning difficulties have interfaces in various areas such as school space. This study investigated the existing literature on the subject of restorative environments and the theory of attention restoration relative to the school environment. There are no studies about whether this effect occurs in South American school environments. The method employed in this research was a systematic review of literature in the English language to analyze the applied studies and the results obtained. The results present a range of research that identifies the benefits of green space for the restoration of student attention. From this perspective, it was possible to determine the importance of exposure to natural environments to favor the student achievement of future academic populations, as well as highlight the importance of carrying out studies in this area considering the positive effects of green areas in school space.

Downloads

Download data is not yet available.

Author Biographies

Marina Bernardes, Universidade Federal de Santa Catarina - UFSC

Arquiteta e Urbanista pela Faculdade Meridional - IMED
(2015), com mestrado em andamento no Programa de Pós-Graduação em Arquitetura e Urbanismo - Projeto e Tecnologia do Ambiente Construído - Universidade Federal de Santa Catarina (UFSC). Bolsista CAPES, com pesquisas na área de acessibilidade e ergonomia.

Lizandra Garcia Lupi Vergara, Universidade Federal de Santa Catarina

 Arquiteta e Urbanista pelaUniversidade Estadual deLondrina (1997), com Mestrado (2001) e Doutorado (2005)em Engenharia de Produçãopela Universidade Federal deSanta Catarina, na área de Ergonomia. Professora Adjuntona Graduação (DEPS) e Pós-graduação (PPGEP) da Engenharia de Produção, e naPós-Graduação em Arquitetura (PosARQ)
da UFSC. Docente Pós-Graduação em Engenharia
de Segurança do Trabalho e Arquitetura.

References

AKPINAR, Abdullah. How is quality of urban green spaces associated with physical activity and health?. Urban Forestry y Urban Greening, v. 16, p. 76-83, 2016.

ARAÚJO, Alezandra. P. Q. C. Avaliação e manejo da criança com dificuldade escolar e distúrbio de atenção. Jornal de Pediatria, v. 78, n. 1, p. 104-110, 2002.

BAGOT, Kathleen L.; ALLEN, Felicity Catherine Louise; TOUKHSATI, Samia. Perceived restorativeness of children's school playground environments: Nature, playground features and play period experiences. Journal ofe nvironmental psychology, v. 41, p. 1-9, 2015.

BERMAN, Marc G. et al. Interacting with nature improves cognition and affect for individuals with depression. Journal of affective disorders, v. 140, n. 3, p. 300-305, 2012.

BRATMAN, Gregory N. et al. Nature experience reduces rumination and subgenual prefrontal cortex activation. Proceedings of the national academy of sciences, v. 112, n. 28, p. 8567-8572, 2015.

CHOI, Hwan-Hee; VAN MERRIËNBOER, Jeroen JG; PAAS, Fred. Effects of the physical environment on cognitive load and learning: towards a new model of cognitive load. Educational Psychology Review, v. 26, n. 2, p. 225-244, 2014.

COSTA, A. B.; ZOLTOWSKI, A. P. C. Como escrever um artigo de revisão sistemática. Manual de produção científica, p. 55-70, 2014.

DADVAND, Payam et al. Green spaces and cognitive development in primary schoolchildren. Proceedings of the National Academy of Sciences, v. 112, n. 26, p. 7937-7942, 2015.

HAN, Ke-Tsung. Influence of limitedly visible leafy indoor plants on the psychology, behavior, and health of students at a junior high school in Taiwan. Environmentand Behavior, v. 41, n. 5, p. 658-692, 2009.

HARTIG, T. (2004). Restorative environments. In C. Spielberger (Ed.), Encyclopedia of applied psychology (Vol. 3, pp. 273e279). Oxford: Academia.

HARTIG, Terry; MANG, Marlis; EVANS, Gary W. Restorative effects of natural environment experiences. Environment and behavior, v. 23, n. 1, p. 3-26, 1991.

HODSON, Cody B.; SANDER, Heather A. Green urban landscapes and school-level academic performance. Landscape and Urban Planning, v. 160, p. 16-27, 2017.

JAYARATNE, Kapila. Inculcating the ergonomic culture in developing countries: national healthy schoolbag initiative in Sri Lanka. Human factors, v. 54, n. 6, p. 908-924, 2012.

KAPLAN, Rachel; KAPLAN, Stephen. The experience of nature: A psychological perspective. CUP Archive, 1989.

KAPLAN, Rachel; KAPLAN, Stephen; RYAN, Robert. With people in mind: Design and management of everyday nature. Island Press, 1998.

KAPLAN, Stephen. The restorative benefits of nature: Toward an integrative framework. Journal of environmental psychology, v. 15, n. 3, p. 169-182, 1995.

KAPLAN, Stephen. The restorative benefits of nature: Toward an integrative framework. Journal of environmental psychology, v. 15, n. 3, p. 169-182, 1995.

KAPLAN, Stephen; BARDWELL, Lisa V.; SLAKTER, Deborah B.The museum as a restorative environment. Environment and Behavior, v. 25, n. 6, p. 725-742, 1993.

KARDAN, Omid et al. Neighborhood greenspace and health in a large urban center. Scientific Reports, v. 5, p. 11610, 2015.

KWEON, Byoung-Suk et al. The link between school environments and student academic performance. Urban Forestry Y Urban Greening, v. 23, p. 35-43, 2017.

LI, Dongying; SULLIVAN, William C. Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape and Urban Planning, v. 148, p. 149-158, 2016.

LØNDAL, Knut. Places for Child-Managed Bodily Play at an After-School Program. Children Youth and Environments, v. 23, n. 2, p. 103-126, 2013.

MATSUOKA, Rodney H. Student performance and high school landscapes: Examining the links. Landscape and urban planning, v. 97, n. 4, p. 273-282, 2010.

ROE, Jenny; ASPINALL, Peter. The restorative outcomes of forest school and conventional school in young people with good and poor behaviour. Urban forestry & urban greening, v. 10, n. 3, p. 205-212, 2011.

RYAN, Richard M. et al. Vitalizing effects of being outdoors and in nature. Journal of Environmental Psychology, v. 30, n. 2, p. 159-168, 2010.

TAYLOR, Andrea; KUO, Frances E. Children with attention deficits concentrate better after walk in the park. Journal of attention disorders, v. 12, n. 5, p. 402-409, 2009.

UNPD. World urbanization prospects: The 2012 revision. New York: United Nations Department of Economic Y Social Affairs. 2012

WHEELER, Benedict W. et al. Beyond greenspace: an ecological study of population general health and indicators of natural environment type and quality. International journal of health geographics, v. 14, n. 1, p. 17, 2015.

WHITE, Mathew P. et al. Feelings of restoration from recent nature visits. Journal of Environmental Psychology, v. 35, p. 40-51, 2013.

Downloads

Published

2017-12-30

How to Cite

Bernardes, M., & Vergara, L. G. L. (2017). Learning in nature: A review of the benefits of green space in the school environment. ARQUITECTURAS DEL SUR, 35(52), 96–103. https://doi.org/10.22320/07196466.2017.35.052.09

Issue

V.35, N.52 (December 2017): Educatiolal buildings, learning environments

Section

Article

License

The content of the articles published in each issue of Arquitecturas del Sur is the sole responsibility of the authors and does not necessarily represent the opinion of University of the Bío-Bío.

The authors will maintain their copyright; however, they will guarantee the journal the right to first publication and dissemination of their work. The publication of the article in Arquitecturas del Sur will be subject to the Creative Commons International license (CC BY-SA) that allows others to adapt: remix, transform and build on the material for any purpose, even commercially; share: copy and redistribute the material in any medium or format, as long as the authorship and first publication in this journal are acknowledged by citing them correctly, and their new contributions are under a license with the same terms.