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, ee360+, and the U.S. Forest Service. Learn more.
Displaying 889 - 900 of 2545
Why it is important to protect the environment: reasons given by children
Šoryte, Dovile, & Pakalniškiene, Vilmante. (2019). Why it is important to protect the environment: reasons given by children. International Research in Geographical and Environmental Education, 28, 228-241.
Climate change training for teachers should use a multidisciplinary, data-driven approach
Sezen-Barrie, Asli, Shea, Nicole, & Borman, Jenna Hope. (2019). Probing into the sources of ignorance: science teachers’ practices of constructing arguments or rebuttals to denialism of climate change. Environmental Education Research, 25, 846-866.
Overcoming knowledge gaps and stereotypes to teach global education
Scoffham, Stephen. (2019). The world in their heads: children’s ideas about other nations, peoples and cultures. International Research in Geographical and Environmental Education, 28, 89-102.
Eco-parenting can promote climate resiliency in children
Nche, George C., Achunike, Hilary C., & Okoli, Anuli B. (2019). From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children. The Journal of Environmental Education, 50, 131-144.
Significant life experiences, motivations and values of climate change educators
Howell, R.A., & Allen, S. (2019). Significant life experiences, motivations and values of climate change educators. Environmental Education Research, 25(6), 19. http://dx.doi.org/10.1080/13504622.2016.1158242
“And it made me feel good inside”: Initial evidence and future methods for evaluating nature school effectiveness
Volpe, M., Derr, V., & Kim, S. (2019). “And it made me feel good inside”: Initial evidence and future methods for evaluating nature school effectiveness. Children, Youth and Environments, 29(2), 22. http://dx.doi.org/10.7721/chilyoutenvi.29.2.0005
Perceptions of nature and access to green space in four urban neighborhoods
Sefcik, J.S., Kondo, M.C., Klusaritz, H., Sarantschin, E., Solomon, S., Roepke, A., … Jacoby, S.F. (2019). Perceptions of nature and access to green space in four urban neighborhoods. International Journal of Environmental Research and Public Health, 16(13). http://dx.doi.org/10.3390/ijerph16132313
Parental perceptions of the nature of the relationship children with autism spectrum disorders share with their canine companion
Harwood, C., Kaczmarek, E., & Drake, D. (2019). Parental perceptions of the nature of the relationship children with autism spectrum disorders share with their canine companion. Journal of Autism and Developmental Disorders, 49, 12. http://dx.doi.org/10.1007/s10803-018-3759-7
Everyday wild: Urban natural areas, health, and well-being
Cheesbrough, A.E., Garvin, T., & Nykiforuk, C.I.J. (2019). Everyday wild: Urban natural areas, health, and well-being. Health & Place, 56, 10. http://dx.doi.org/10.1016/j.healthplace.2019.01.005
Our shared relationship with land and water: Perspectives from the Mayangna and the Anishinaabe
Perez, M.A., & Longboat, S. (2019). Our shared relationship with land and water: Perspectives from the Mayangna and the Anishinaabe. Ecopsychology, 11(3), 8. http://dx.doi.org/10.1089/eco.2019.0001
Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection
Barrable, A. (2019). Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection. Education Sciences, 9(1). http://dx.doi.org/10.3390/educsci9010061
Beyond restoration: Considering emotion regulation in natural well-being
Richardson, M. (2019). Beyond restoration: Considering emotion regulation in natural well-being. Ecopsychology. http://dx.doi.org/10.1089/eco.2019.0012