Nature Based-Science Instruction: A Systematic Literature Review on the Best Practices in Science Education

Abstract

This systematic review analyses the importance and potential of best practices for nature-based science instruction in science education. Nature-based instruction refers to teaching practices that incorporate the natural environment through outdoor activities, environmental exploration, and interaction with nature. The study identifies effective strategies that enhance student learning by leveraging environmental contexts. Following PRISMA guidelines, 20 empirical studies published between 2013–2024 were analysed. Findings highlight inquiry-based learning, project-based learning, field trips, outdoor and garden-based learning, and nature-integrated classroom settings as best practices. Empirical evidence demonstrates that nature-based instruction fosters deeper scientific understanding, engagement, and environmental stewardship across diverse student populations. Implications are discussed for curriculum design, teacher preparation, and education policy.