This study aims to systematically examine the experimental studies investigating the effect on environmental academic achievement and/or attitude towards environment of constructivist learning approach and / or active learning models. The sample of the study consisted of 57 experimental studies. The data of the study that was designed according to the systematic research design was analysed by content analysis method. The data of the study was examined through the literature review and the coding form, which was formed in accordance with the expert opinions. The validity of the coding form was determined by expert opinion and literature review. The reliability of the coding form was determined by coder reliability (compromise ratio= 0.93) and intercoder reliability (compromise ratio= 0.94). The coding form of the study consists of two main categories: "general information about the studies" and "general information about the content of the studies". As a result of the systematic literature review, it was determined that most of the studies included in this study were conducted in the year 2010, in Turkish language, as MSc. thesis, in Turkey, and in Ankara. Most of these studies' samples were at the primary level. Sample sizes of most of these studies ranged from 51 to 100. Most of these studies' measurement tools were developed by researchers. Most of these measurement tools consisted objective questions. The validity and reliability of most of these measurement tools were not calculated. While the validity of the measurement tools was generally determined by expert opinion, its reliability was generally calculated by Cronbach’s Alpha reliability coefficient. Most of these studies were designed by the experimental method with randomly assignment clusters, pre-test - post-test control group design. Computer-based learning methods and/or technologybased learning methods were used in most of these studies’ experimental group. Length of most of these studies' treatment was between four and six weeks. Researchers usually conducted these treatments. While the same teacher conducted these treatments in control and experimental group, independent samples t-test was used for data analysis of these studies.