eeRESEARCH

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. 

This project is a partnership with Children & Nature Network and NAAEE. Funded by the Pisces Foundation with support from ee360 and the U.S. Forest Service. Learn more.

Displaying 1 - 12 of 2310

Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science

Gray, F., & Downie, A. (2024). Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science. Architecture , 4. https://doi.org/10.3390/architecture4030031

Mitigating the effects of climate change in children’s outdoor play environments

Bäckström, M. K., Lundgreen, E., & Slaug, B. (2024). Mitigating the effects of climate change in children’s outdoor play environments. Scandinavian Journal of Occupational Therapy, 31(1), 13. https://doi.org/10.1080/11038128.2023.2275697

Climate justice education in schools requires holistic approaches integrating scientific understanding with social, emotional, and action-oriented learning while emphasizing intergenerational, intersectional, and interspecies dimensions of justice

Stevenson, Robert B., Whitehouse, Hilary, & Field, Ellen. (2024). Teaching Climate Justice Education Holistically in Schools. In Oxford Research Encyclopedia of Education. Retrieved from https://oxfordre.com/education/display/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1791

Transformative education approaches incorporating knowledge (heads), emotions (hearts), and action (hands) can help learners process eco/climate anxiety while fostering environmental engagement

Olsen, Emily K., Lawson, Danielle F., McClain, Lucy R., & Plummer, Julia D. (2024). Heads, hearts, and hands: a systematic review of empirical studies about eco/climate anxiety and environmental education. Environmental Education Research, 1-28. 10.1080/13504622.2024.2315572

New "Hope Wheel" model helps teachers to integrate hope into climate change education

Finnegan, William, & d’Abreu, Cathy. (2024). The hope wheel: a model to enable hope-based pedagogy in Climate Change Education. Frontiers in Psychology, 15, 1347392+. 10.3389/fpsyg.2024.1347392

Young people’s participation in urban landscape planning and transformation: a scoping review of interactive approaches

Hagemann, F. A., Sang, A. O., & Randrup, T. B. (2024). Young people’s participation in urban landscape planning and transformation: a scoping review of interactive approaches. Socio-Ecological Practice Research. https://doi.org/10.1007/s42532-024-00200-1

Creating environments for risky play: Understanding the interplay between parents, play professionals and policymakers

Visser, K., Aalst, I. V., & Meijer, M. (2024). Creating environments for risky play: Understanding the interplay between parents, play professionals and policymakers. Children & Society, 38, 18. http://dx.doi.org/10.1111/chso.12878

Greenspace & us: Exploring co-design approaches to increase engagement with nature by girls and young women

Cole, S., Goodenough, J., Haniff, M., Hussain, N., Ibrahim, S., Jani, A., … Skinner, S. (2024). Greenspace & us: Exploring co-design approaches to increase engagement with nature by girls and young women. International Journal of Community Research and Engagement, 17(1), 17. https://doi.org/10.5130/ijcre.v17i1.8881

Fostering youth-enabling environments: A participatory affordance-capability framework for the development and use of youth-engaged environmental assessments

Jaffe, J., & Loebach, J. (2024). Fostering youth-enabling environments: A participatory affordance-capability framework for the development and use of youth-engaged environmental assessments. Youth & Society, 56(1). https://doi.org/10.1177/0044118X221145713

Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities

Reckner, M., Tien, I., Smith, S., Omunga, P., Alemdar, M., & Hyde, A. (2024). Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities. Journal of Water Resources Planning and Management, 150(9). https://doi.org/10.1061/JWRMD5.WRENG-6315

The biophilic school: A critical synthesis of evidence-based systematic literature reviews

Fisher, K. (2024). The biophilic school: A critical synthesis of evidence-based systematic literature reviews. Architecture, 4, 22. https://doi.org/10.3390/architecture4030025

Ascending to well-being through mediated spaces: An alternative to informal learning and physical activity environments in vertical schools

Salari, E. E., & Westbrook, N. (2024). Ascending to well-being through mediated spaces: An alternative to informal learning and physical activity environments in vertical schools. Architecture, 4. https://doi.org/10.3390/architecture4030032