Table 2.

Examples of “game-changing” research questions and justifications.

Question	Justification
Can nature reduce educational opportunity gaps and achievement gaps between children from different economic backgrounds?	Contact with nature shows an array of benefits for children across socioeconomic lines, at the same time as research shows that low-income families are more likely to live in urban neighborhoods with low levels of vegetation and smaller, less safe and less maintained parks, compared to middle- and high-income families (Jesdale et al., 2013; Chawla, 2015; Rigolon, 2017). Therefore, benefits of bringing children from disadvantaged backgrounds to nature and nature to their schools, child care centers and neighborhoods merits particular attention.
If learning in nature can enhance children’s achievement and wellbeing, how do its costs compare with other approaches that compete for educational funding?	Research is needed that analyzes the economic costs of NBL practices relative to other interventions that lack natural elements. Cost accounting should include the full valuation of NBL in terms of impact on academic achievement, physical health, mental health, behavioral function, engagement in learning, use of special education services, and interaction with the criminal justice system. A compelling case for NBL can be made if educational outcomes are similar to conventional approaches but produce cost-savings in additional arenas, and an even more compelling case if NBL can narrow gaps in educational outcomes compared to conventional approaches.
What are the mechanisms that underlie the relationship between nature and learning?	Understanding how contact with nature facilitates and improves learning will permit the effective and efficient delivery of NBL experiences and the design of natural areas to best promote learning and development. For example, if research shows that nature enhances learning by reducing stress, then programs and settings should be designed to activate this pathway: and similarly with other potential pathways such as more focused attention or more cooperative and supportive social dynamics.
How does nature impact the learning of children with special needs as a result of physical health, mental health, or cognitive conditions; learning differences; or educational disadvantages due to low income?	When individuals with special needs or disadvantages in the educational setting do not benefit from education as much as they could or do not find meaningful roles in society, there are high costs to those individuals, their families, school districts, and society in terms of expenses, lost potential and reduced well-being.
What teacher characteristics and practices enhance the association between NBL approaches and educational outcomes? How can teachers be prepared and supported to adopt NBL practices?	The impact of NBL is partially dependent on the attitudes, skills and practices of teachers (Mcfarland et al., 2013). Understanding how teachers learn to value NBL, integrate it into their school day, and promote positive outcomes will facilitate effective teacher preparation and professional development programs. This information will suggest how programs of teacher education and school administrators can best support the adoption and effective implementation of NBL strategies, in both pre-service and in-service settings.
What knowledge and experiences promote people’s motivation and competence to protect the integrity of natural landscapes and ecosystems? How can these experiences be integrated into NBL practices?	Information is gathering on many sides that basic systems of the biosphere that support human health and wellbeing and the survival of other species are rapidly deteriorating (Millenium Ecosystem Assessment, 2005; Intergovernmental Panel on Climate Change, 2014). An essential dimension of NBL is learning to understand and care for the natural world.
How can technology be most effectively harnessed to enhance the outcomes of NBL?	Technology is a common feature in current and future-looking educational programs; yet technology can be overused, resulting in reduced engagement in active, enriching activities (Singer et al., 2009), including those in nature and disrupting cognitive functioning and optimal mental health (Chassiakos et al., 2016). Therefore, it is important to understand how technology can be used as a tool to enhance nature experiences or to present nature while mitigating risks of overuse.