Krause, Sharon L2012-06-082017-04-142012-06-082017-04-142012https://hdl.handle.net/11299/187510Presented in Partial Fulfillment of the Requirements for the Master of Education Degree in Environmental Education in the College of Education and Human Service Professions, University of Minnesota Duluth, 2012. Committee names: Ken Gilbertson (Chair), Julie Ernst, Kevin Zak. This item has been modified from the original to redact the signatures present.Multiple learning theories suggest outdoor education and environmental education are effective teaching tools for a variety of learners. They have been found to be especially effective when students are given the opportunity to do experiential work in an outdoor setting, strengthening students’ overall knowledge and critical thinking skills (Peacock, 2006). One resource for outdoor and environmental education is a school forest. Using schools which participate in the Minnesota Department of Natural Resources School Forests Program, this study used survey research to investigate the use and rationale for using school forests by elementary teachers. This study identified positive motivational factors as well as barriers which make it difficult for teachers to utilize school forests more often. The results indicate school forests are underutilized and also offer some suggestions for ways to alleviate the barriers that keep teachers from using them more often.enOutdoor educationEnvironmental educationCritical thinkingMinnesota Department of Natural Resources School Forests ProgramSchool forestsCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthCenter for Environmental EducationMaster of Education; Environmental Education ConcentrationForests and forestry -- MinnesotaEnvironmental education -- MinnesotaSchool lands -- MinnesotaScholarly Text or Essay