Schumacher, Moss2024-05-172024-05-172024-05https://hdl.handle.net/11299/263299Plan B Field Project submitted to the faculty of University of Minnesota-Duluth by Moss Schumacher in partial fulfillment of the requirements for the degree of Master of Environmental Education, May 2024.Nature-based learning (NBL) is a growing approach to education, and is backed by decades of research showing that when people spend time outside, they experience benefits to their physical and mental health, relationships, academic performance, and beyond. As this style of education gains traction, it is important to explore the impact it has on students. The present study looked at the impact of NBL on the sustained attention of 16 fifth grade students by evaluating their sustained attention ability directly before and after a NBL lesson and an indoor control lesson. Results showed that after students experienced a NBL lesson, they responded significantly faster on a sustained attention measure, as compared to the pre-lesson results and the indoor control lesson results. Implications of this research and further research recommendations are provided.sustained attentionnature-based learningenvironmental educationattentionelementary studentsnatureMaster of Environmental EducationCenter for Environmental EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Bs (project-based master's degrees)Scholarly Text or Essay