New Perspectives in Science Education

Human activities, pollution, and the exploitation of natural resources harm society, affecting students and the school community. Therefore, addressing this issue requires the promotion of ecosystem restoration, the creation of green spaces, and the development of activities that enhance learning with Nature. In academic environments, students need to sustain concentrated focus over extended periods despite facing demanding cognitive tasks. A comprehensive literature review [1] demonstrated that exposure to natural environments positively influences school performance by improving student attention and behaviours. Specifically, outdoor green spaces in schools contribute to increased concentration and attention [2]. Nature-based solutions (NBS) in school enhance cognitive development, reduce stress, and aid in overcoming mental fatigue associated with the learning process [3,4]. Some authors mention how contact with nature in green schoolyards can reduce stress and enhance protective factors for resilience in children and adolescents [5]. Some active teaching methodologies have shown how they can involve NBS [6] and improve school engagement [7]. The innovative approach presented in this study addresses environmental and sustainability challenges. A teacher designed a training project aimed at fostering knowledge and various competencies among eighth-grade students (n=84) in an urban public school. The approach involved Problem-Based Learning centered around NBS. The implemented NBS initiatives within the school encompassed a vertical wall garden (“living wall”) in the classroom, the restoration of an existing pond in the schoolyard, and the establishment of a "BIObrary." (a biological library in the schoolyard). A mixed-method research design was employed, utilising tests and activity observations. The teacher designed a test to assess students' knowledge of NBS and grids to observe their behaviours and motivation during the activities. The impact on students was found to be positive through statistical analysis using IBM® SPSS® Statistics version 28 and qualitative data content analysis. The results indicate that students were highly engaged and actively participated in this student-centred methodology. It was observed that NBS initiatives partially addressed environmental challenges, underscoring the significance of innovative and sustainable educational approaches in preparing future generations to confront environmental and social issues. Additionally, students demonstrated improved knowledge about NBS and provided valuable suggestions for enhancing cities through these solutions. In this context, the study presented here demonstrated how, during the professional development of pre-service teachers, it is possible to undertake projects that incorporate scientific innovation and integrate it with innovative and active teaching methodologies. The results indicate that further studies on Nature-Based Solutions (NBS) and their integration into the school curriculum should be conducted to facilitate the development of NBS literacy. This literacy is essential for assisting citizens and communities in building resilience against current environmental imbalances.