Research Library

eeRESEARCH

Welcome to our collaborative research library!

C&NN and NAAEE

Funded by the Pisces Foundation with support from ee360

Are you looking for research about environmental literacy, the benefits of connecting to nature, fostering environmental behaviors, and more? You’ve come to the right spot! eeRESEARCH combines research for environmental education and the movement to connect children and nature. The database includes multiple ways to search for articles, syntheses, and research summaries. Learn more > 

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Quantifying the long-term impact of zoological education: a study of learning in a zoo and an aquarium

Long-term impacts of educational interventions in zoos and aquariums

Citation:
Collins, C., Corkery, I., McKeown, S., McSweeney, L., Flannery, K., Kennedy, D., & O’Riordan, R.. (2020). Quantifying the long-term impact of zoological education: a study of learning in a zoo and an aquarium. Environmental Education Research, 26(7), 1008 - 1026. presented at the 2020/07/02/. Retrieved from https://doi.org/10.1080/13504622.2020.1771287
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Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument

The Self-Perceived Action Competence for Sustainability Questionnaire is valid for measuring action competence within environmental and sustainability education

Citation:
Olsson, D., Gericke, N., Sass, W., & de Pauw, J. Boeve-. (2020). Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument. Environmental Education Research, 26(5), 742 - 760. presented at the 2020/05/03/. Retrieved from https://doi.org/10.1080/13504622.2020.1736991
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Student perspectives on climate change through place-based filmmaking

Informal climate change programs can positively impact students’ climate change perspectives

Citation:
Littrell, M. K., Tayne, K., Okochi, C., Leckey, E., Gold, A. U., & Lynds, S.. (2020). Student perspectives on climate change through place-based filmmaking. Environmental Education Research, 26(4), 594 - 610. presented at the 2020/04/02/. Retrieved from https://doi.org/10.1080/13504622.2020.1736516
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Sustainable food education: what food preparation competences are needed to support vegetable consumption?

How food preparation knowledge can increase vegetable consumption

Citation:
Huyard, C. (2020). Sustainable food education: what food preparation competences are needed to support vegetable consumption?. Environmental Education Research, 26(8), 1164 - 1176. presented at the 2020/08/02/. Retrieved from https://doi.org/10.1080/13504622.2020.1779187
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Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers

Collaborative teaching between science, social science, and language teachers’ could enhance Education for Sustainable Development

Citation:
Sund, P., & Gericke, N.. (2020). Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers. Environmental Education Research, 26(6), 772 - 794. presented at the 2020/06/02/. Retrieved from https://doi.org/10.1080/13504622.2020.1754341
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The political dimension of consuming animal products in education: An analysis of upper-secondary student responses when school lunch turns green and vegan

Exploring the emotional and political implications of removing animal products from school lunches

Citation:
Lindgren, N. (2020). The political dimension of consuming animal products in education: An analysis of upper-secondary student responses when school lunch turns green and vegan. Environmental Education Research, 26(5), 684 - 700. presented at the 2020/05/03/. Retrieved from https://doi.org/10.1080/13504622.2020.1752626
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The role of gender, race, and ethnicity in environmental identity development in undergraduate student narratives

Gender and race/ethnicity influence on environmental identity in undergraduate students

Citation:
Miao, R. E., & Cagle, N. L.. (2020). The role of gender, race, and ethnicity in environmental identity development in undergraduate student narratives. Environmental Education Research, 26(2), 171 - 188. presented at the 2020/02/01/. Retrieved from https://doi.org/10.1080/13504622.2020.1717449
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The use of the theory of planned behaviour to assess graduate attributes for sustainability

Graduate attribute assessment tool reveals positive sustainability learning outcomes and implications for higher education

Citation:
Holdsworth, S., Sandri, O., Thomas, I., Wong, P., Chester, A., & McLaughlin, P.. (2020). The use of the theory of planned behaviour to assess graduate attributes for sustainability. Environmental Education Research, 26(2), 275 - 295. presented at the 2020/02/01/. Retrieved from https://doi.org/10.1080/13504622.2019.1700218
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To shine or not to shine? – The relationship between environmental knowledge of preteens and their choice among plastic and non-plastic materials for a manual task

Evaluating the effects of environmental knowledge on pre-teen behaviors

Citation:
Kovács, J., Medvés, D., & Pántya, J.. (2020). To shine or not to shine? – The relationship between environmental knowledge of preteens and their choice among plastic and non-plastic materials for a manual task. Environmental Education Research, 26(6), 849 - 863. presented at the 2020/06/02/. Retrieved from https://doi.org/10.1080/13504622.2020.1752363
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Toward critical environmental education: a standpoint analysis of race in the American environmental context

Incorporating diverse environmental perspectives can help to advance environmental education

Citation:
Stapleton, S. Riggs. (2020). Toward critical environmental education: a standpoint analysis of race in the American environmental context. Environmental Education Research, 26(2), 155 - 170. presented at the 2020/02/01/. Retrieved from https://doi.org/10.1080/13504622.2019.1648768
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Understanding sustainability and the circular economy through flipped classroom and challenge-based learning: an innovative experience in engineering education in Spain

The flipped classroom and challenged-based learning methods are effective at integrating sustainability in higher education

Citation:
Rodríguez-Chueca, J., Molina-García, A., García-Aranda, C., Pérez, J., & Rodríguez, E.. (2020). Understanding sustainability and the circular economy through flipped classroom and challenge-based learning: an innovative experience in engineering education in Spain. Environmental Education Research, 26(2), 238 - 252. presented at the 2020/02/01/. Retrieved from https://doi.org/10.1080/13504622.2019.1705965
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Using a Delphi study to clarify the landscape and core outcomes in environmental education

Environmental education leaders and professionals define core outcomes and purpose of EE

Citation:
Clark, C. R., Heimlich, J. E., Ardoin, N. M., & Braus, J.. (2020). Using a Delphi study to clarify the landscape and core outcomes in environmental education. Environmental Education Research, 26(3), 381 - 399. presented at the 2020/03/03/. Retrieved from https://doi.org/10.1080/13504622.2020.1727859
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Using online tools in participatory research with adolescents to promote civic engagement and environmental mobilization: the WaterCircle (WC) project

Participatory research contributes to students’ awareness of socio-political dimension of environmental problems

Citation:
Marques, R. Ruivo, Malafaia, C., Faria, J. L., & Menezes, I.. (2020). Using online tools in participatory research with adolescents to promote civic engagement and environmental mobilization: the WaterCircle (WC) project. Environmental Education Research, 26(7), 1043 - 1059. presented at the 2020/07/02/. Retrieved from https://doi.org/10.1080/13504622.2020.1776845
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When screens replace backyards: strategies to connect digital-media-oriented young people to nature

Strategies for improving digitally-attached youths’ Connections to Nature

Citation:
Edwards, R. C., & Larson, B. M. H.. (2020). When screens replace backyards: strategies to connect digital-media-oriented young people to nature. Environmental Education Research, 26(7), 950 - 968. presented at the 2020/07/02/. Retrieved from https://doi.org/10.1080/13504622.2020.1776844
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Youth voice on climate change: using factor analysis to understand the intersection of science, politics, and emotion

Youth combine knowledge, politics, and emotion when discussing climate change

Citation:
Zummo, L., Gargroetzi, E., & Garcia, A.. (2020). Youth voice on climate change: using factor analysis to understand the intersection of science, politics, and emotion. Environmental Education Research, 26(8), 1207 - 1226. presented at the 2020/08/02/. Retrieved from https://doi.org/10.1080/13504622.2020.1771288
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‘From a circle of introductions’: adult learning and empowerment of women agricultural landowners

Learning circles increase women’s knowledge and involvement as agricultural landowners

Citation:
Petrzelka, P., Ott, M. Briggs, Fairchild, E., & Filipiak, J.. (2020). ‘From a circle of introductions’: adult learning and empowerment of women agricultural landowners. Environmental Education Research, 26(2), 206 - 218. presented at the 2020/02/01/. Retrieved from https://doi.org/10.1080/13504622.2019.1632265
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‘I think it works better if we have an example to help us’: experiences in collaboratively conceptualizing the scaling of education for sustainable development practices in South Africa

Learning experiences help contextualize scaling for ESD activities

Citation:
Mickelsson, M. (2020). ‘I think it works better if we have an example to help us’: experiences in collaboratively conceptualizing the scaling of education for sustainable development practices in South Africa. Environmental Education Research, 26(3), 341 - 358. presented at the 2020/03/03/. Retrieved from https://doi.org/10.1080/13504622.2020.1724889
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‘It’s a gassy world’: starting with students’ wondering questions to inform climate change education

Climate change education should include a focus on solutions and emotions

Citation:
Sezen-Barrie, A., Miller-Rushing, A., & Hufnagel, E.. (2020). ‘It’s a gassy world’: starting with students’ wondering questions to inform climate change education. Environmental Education Research, 26(4), 555 - 576. presented at the 2020/04/02/. Retrieved from https://doi.org/10.1080/13504622.2019.1610158
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“I have a little, little, little footprint on the world” and “I’m not political”: feelings of low self-efficacy and the effect of identity on environmental behaviour in educators

Assessing the effects of identity on environmental behaviors in educators

Citation:
Hunter, R. Howard, & Jordan, R. C.. (2020). “I have a little, little, little footprint on the world” and “I’m not political”: feelings of low self-efficacy and the effect of identity on environmental behaviour in educators. Environmental Education Research, 26(5), 666 - 683. presented at the 2020/05/03/. Retrieved from https://doi.org/10.1080/13504622.2020.1750567
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Influence of urban forest on traffic air pollution and children respiratory health

Urban forests can play a role in cleaning the air and making it healthier for children

Citation:
Almeida, L. D. O. E., Favaro, A., Raimundo-Costa, W., Anhê, A. C. B. M., Ferreira, D. C., Blanes-Vidal, V., & Senhuk, A. P. M. D. S.. (2020). Influence of urban forest on traffic air pollution and children respiratory health . Environmental Monitoring and Assessment , 192(175 ). doi:http://dx.doi.org/10.1007/s10661-020-8142-4
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Does greenery experienced indoors and outdoors provide an escape and support mental health during the COVID-19 quarantine?

University students who spent most of their time at home during the COVID-19 epidemic experienced better mental health when exposed to more greenery

Citation:
Dzhambov, A. M., Lercher, P., Browning, M. H. E. M., Stoyanov, D., Petrova, N., Novakov, S., & Dimitrova, D. D.. (2020). Does greenery experienced indoors and outdoors provide an escape and support mental health during the COVID-19 quarantine?. Environmental Research . doi:http://dx.doi.org/10.1016/j.envres.2020.110420
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Urban greenspace and the indoor environment: Pathways to health via indoor particulate matter, noise, and road noise annoyance

Higher levels of greenness in urban neighborhoods are associated with reduced indoor levels of particulate matter and noise annoyance

Citation:
Mueller, W., Steinle, S., Pärkkä, J., Parmes, E., Liedes, H., Kuijpers, E., et al.. (2020). Urban greenspace and the indoor environment: Pathways to health via indoor particulate matter, noise, and road noise annoyance. Environmental Research, 180. doi:http://dx.doi.org/10.1016/j.envres.2019.108850
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Urban nature in a time of crisis: Recreational use of green space increases during the COVID-19 outbreak in Oslo, Norway

Recreational use of green space increased dramatically during COVID-19 in Oslo, Norway

Citation:
Venter, Z. S., Barton, D. N., Gundersen, V., Figari, H., & Nowell, M.. (2020). Urban nature in a time of crisis: Recreational use of green space increases during the COVID-19 outbreak in Oslo, Norway. Environmental Research Letters, 15. doi:http://dx.doi.org/10.1088/1748-9326/abb396
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The role of informal green spaces in reducing inequalities in urban green space availability to children and seniors

Making informal greenspaces available for recreation could help reduce inequity in access to nature

Citation:
Sikorska, D., Laszkiewicz, E., Krauze, K., & Sikorski, P.. (2020). The role of informal green spaces in reducing inequalities in urban green space availability to children and seniors. Environmental Science & Policy, 108, 144-154. doi:http://dx.doi.org/10.1016/j.envsci.2020.03.007
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Biophilia and biophobia as emotional attribution to nature in children of 5 years old

Both biophilia and biophobia should be considered important adaptive factors in children’s connectedness to nature

Citation:
Olivos-Jara, P., Segura-Fernández, R., Rubio-Pérez, C., & Felipe-García, B.. (2020). Biophilia and biophobia as emotional attribution to nature in children of 5 years old. Frontiers in Psychology, 11. doi:http://dx.doi.org/10.3389/fpsyg.2020.00511
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Connectedness to nature: Its impact on sustainable behaviors and happiness in children

Children’s connectedness to nature positively impacts their sustainable behaviors which promote happiness

Citation:
Barrera-Hernández, L. F., Sotelo-Castillo, M. A., Echeverría-Castro, S. B., & Tapia-Fonllem, C. O.. (2020). Connectedness to nature: Its impact on sustainable behaviors and happiness in children. Frontiers in Psychology, 11. doi:http://dx.doi.org/10.3389/fpsyg.2020.00276
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Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations

Educational gardens offer appropriate real-life contexts for science and environmental teaching from preschool through higher education

Citation:
Eugenio-Gozalbo, M., Aragón, L., & Ortega-Cubero, L.. (2020). Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations. Frontiers in Psychology, 11, 1-14. doi:http://dx.doi.org/10.3389/fpsyg.2020.02226
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Minimum time dose in nature to positively impact the mental health of college-aged students, and how to measure it: A scoping review

College-age individuals experience mental health benefits after spending as little as 10-20 minutes in nature

Citation:
Meredith, G. R., Rakow, D. A., Eldermire, E. R. B., Madsen, C. G., Shelley, S. P., & Sachs, N. A.. (2020). Minimum time dose in nature to positively impact the mental health of college-aged students, and how to measure it: A scoping review. Frontiers in Psychology, 14. doi:http://dx.doi.org/10.3389/fpsyg.2019.02942
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Nature in your face - Disruptive climate change communication and eco-visualization as part of a garden-based learning approach involving primary school children and teachers in co-creating the future

Emotional confrontation may play an important role in addressing environmental problems

Citation:
Löfström, E., Klöckner, C. A., & Nesvold, I. H.. (2020). Nature in your face - Disruptive climate change communication and eco-visualization as part of a garden-based learning approach involving primary school children and teachers in co-creating the future. Frontiers in Psychology, 11. doi:http://dx.doi.org/10.3389/fpsyg.2020.568068
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The potential correlation between nature engagement in middle childhood years and college undergraduates' nature engagement, proenvironmental attitudes, and stress

Positive childhood experiences with nature can promote continued nature engagement and pro-environmental attitudes in adulthood

Citation:
Sachs, N. A., Rakow, D. A., Shepley, M. M., & Peditto, K.. (2020). The potential correlation between nature engagement in middle childhood years and college undergraduates' nature engagement, proenvironmental attitudes, and stress. Frontiers in Psychology, 11, 1-14. doi:http://dx.doi.org/10.3389/fpsyg.2020.540872
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The relationship between green space and prosocial behaviour among children and adolescents: A systematic review

Nearby urban green space is positively linked to the development of prosocial behaviors in children and adolescents

Citation:
Putra, I. G. N. E., Astell-Burt, T., Cliff, D. P., Vella, S. A., John, E. E., & Feng, X.. (2020). The relationship between green space and prosocial behaviour among children and adolescents: A systematic review. Frontiers in Psychology, 11. doi:http://dx.doi.org/10.3389/fpsyg.2020.00859
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The role of urban/rural environments on Mexican children’s connection to nature and pro-environmental behavior

Rural children in northern Mexico hold a stronger sense of connection to nature and behave in a more pro-environmental way than urban children living in that area

Citation:
Duron-Ramos, M. F., Collado, S., García-Vázquez, F. I., & Bello-Echeverria, M.. (2020). The role of urban/rural environments on Mexican children’s connection to nature and pro-environmental behavior. Frontiers in Psychology, 11. doi:http://dx.doi.org/10.3389/fpsyg.2020.00514
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Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools

The "good" education in nature seems to mean different things for different children in some mobile preschools

Citation:
Harju, A., Balldin, J., Ladru, D. E., & Gustafson, K.. (2020). Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools. Global Studies of Childhood. doi:http://dx.doi.org/10.1177/2043610619900519
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Using mixed methods to understand women’s parenting practices related to their child’s outdoor play and physical activity among families living in diverse neighborhood environments

Parents’ restrictions on outdoor play often focus on safety concerns

Citation:
Kepper, M. M., Staiano, A. E., Katzmarzyk, P. T., Reis, R. S., Eyler, A. A., Griffith, D. M., et al.. (2020). Using mixed methods to understand women’s parenting practices related to their child’s outdoor play and physical activity among families living in diverse neighborhood environments. Health & Place. doi:http://dx.doi.org/10.1016/j.healthplace.2020.102292
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What is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence

Integrated approaches used by schools to promote both human health and environmentally aware students are underexplored, and evidence of their effectiveness remain fragmented

Citation:
Proctor, R., Guell, C., Wyatt, K., & Williams, A. J.. (2020). What is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence. Health & Place, 64. doi:http://dx.doi.org/10.1016/j.healthplace.2020.102356
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Greenspace interventions for mental health in clinical and non-clinical populations: What works, for whom, and in what circumstances?

The interaction of nature, individual changes, and social changes are linked to desired outcomes for greenspace mental health interventions

Citation:
Masterton, W., Carver, H., Parks, T., & Park, K.. (2020). Greenspace interventions for mental health in clinical and non-clinical populations: What works, for whom, and in what circumstances? . Health and Place , 64, 1-19. doi:http://dx.doi.org/10.1016/j.healthplace.2020.102338
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Healthy movement behaviors in children and youth during the COVID-19 pandemic: Exploring the role of the neighborhood environment

Certain features of the built environment are associated with increased or decreased physical activity of Canadian children and youth during the COVID-19 pandemic

Citation:
Mitra, R., Moore, S. A., Gillespie, M., Faulkner, G., Vanderloo, L. M., Chulak-Bozzer, T., et al.. (2020). Healthy movement behaviors in children and youth during the COVID-19 pandemic: Exploring the role of the neighborhood environment. Health and Place , 65. doi:http://dx.doi.org/10.1016/j.healthplace.2020.102418
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A scoping review of the impact on children of the built environment design characteristics of healing spaces

Nature-related elements in healthcare facilities can promote children’s health and well-being

Citation:
Gaminiesfahani, H., Lozanovska, M., & Tucker, R.. (2020). A scoping review of the impact on children of the built environment design characteristics of healing spaces. Health Environments Research & Design Journal. doi:http://dx.doi.org/10.1177/1937586720903845
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