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Abstract
The school landscape can be a teaching resource for botany and environmental education. This inquiry evaluates the impact of the landscape upon children at 21 junior schools in England. Past and present experiences of 8-to 11-year-old children (N = 845) with vegetation, their botanical knowledge, and their environmental dispositions were measured. The results indicate that both past and present experiences make a small but significant contribution to the children's development of botanical knowledge and environmental dispositions.
