As we confront the global sustainability challenges of our time, schools need to address modern culture's disassociation with the natural world. Our transformative vision is to bring to life naturalistic learning through touch experiences, thereby creating cognitive and affective connections between school students' science learning and their personal and societal relevance. We will co-design new pedagogies that include digital haptic experiences to engage students in the exploration of the natural world and help construct conceptual models. Science education has struggled to utilise touch adequately beyond early years, as concepts and models become more abstract, but even the arts emphasise the visual and in many contexts discourage touching. We explore how reclaiming the value of touch can bring significant innovation in the way young people come to learn, but also in how they can use technology to make sense of change in their urban and natural surroundings, the interface between the two, and connect their learning to today's global challenges. Observing and understanding qualitative perceptions of scale, density, texture and pattern crosscut topics in science and the arts. We will pursue a STEAM (STEM + the Arts) approach to education that also opens the way for schools to participate in emergent areas of radical citizen science, which advocate a more bottom-up and inclusive approach, allowing imaginative flexibility in responding to the new questions of a changing global environment. Our research objectives are to: 1. Develop the possibilities of science learning through haptic experiences across the primary and secondary school syllabus. Explore topics where students are expected to develop conceptual models of abstract concepts, e.g. topics involving fields, flows and currents, starting with Electric Circuits, where we will enable students to feel circuit diagrams shown on a screen to help construct conceptual models accounting for current, voltage, and resistance. Similarly explore concepts of flows and forces in geography and in ecology, where for example students can feel the effects of water currents on sand forming ripples, and air and water currents on the collective behaviours of fish and bird swarms. 2. Combine haptic experiences with imaginative and aesthetic thinking to foster affective connections to nature by, for instance, allowing students to sense an underground environment through touch as a mole, or enter a flower or hive as a bee. We will also co-design interfaces for sensing patterns and textures in art through touch, including interfaces to feel existing artworks, and a digital haptic sketching experience that allows students to feel drawn lines and textures as they draw them. 3. Co-design touch-centred Citizen Science methods for school grounds that use textures from nature to develop pattern-led thinking about underlying structures of natural artefacts. 4. Understand the impact of these digital and natural touch interventions on cognition, science learning, interest, creativity, artistic exploration and socialisation, including for students with sight impairments, for whom touch is central to sensing the world. We will thus probe the affective possibilities of a new sensing science, which turns abstract into concrete and distant into intimate, to effect attitudinal change and foster environmentally friendly behaviours. Outcomes, benefiting children, teachers and mobile interface designers and users include: 1. A transformative interaction design that utilises the properties of touch for creating more affective and inclusive user experiences, and 2. An integrated naturalistic learning pedagogical infrastructure that supports conceptual learning, integrating sensory exploration, scientific inquiry and artistic creativity.