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 1525 - 1536 of 2686
Developing Critical-thinking Skills Through an Environmental Science Curriculum
Belluigi, Dina Zoe, & Cundill, Georgina. (2017). Establishing enabling conditions to develop critical thinking skills: a case of innovative curriculum design in Environmental Science. Environmental Education Research, 23, 950-971.
The Potential of a New Approach to Urban Environmental Education
Bellino, Marissa E., & Adams, Jennifer D. (2017). A critical urban environmental pedagogy: Relevant urban environmental education for and by youth. The Journal of Environmental Education, 48, 270-284.
Impact of Commitment on Environmental Education Outcomes with Teens
Barata, Raquel, Castro, Paula, & Martins-Loução, Maria Amélia. (2017). How to promote conservation behaviours: the combined role of environmental education and commitment. Environmental Education Research, 23, 1322-1334.
Reciprocal Trust and Safety in Residential EE Settings
Ardoin, Nicole M., DiGiano, Maria L., O’Connor, Kathleen, & Podkul, Timothy E. (2017). The development of trust in residential environmental education programs. Environmental Education Research, 23, 1335-1355.
Outdoor education as a path to skills building, nature connectedness, and pro-environmental actions
Straker, Jo, Potter, Tom G., & Irwin, David. (2017). Untrodden Paths: A Critical Conversation About Wilder Places In Outdoor Education. Canadian Journal of Environmental Education, 22, 97-114.
Exploring the benefits of place attachment
Scannell, Leila, & Gifford, Robert. (2017). The experienced psychological benefits of place attachment. Journal of Environmental Psychology, 51, 256-269.
Authentic early childhood education for sustainability reflects the needs and cultures of the communities in which it is situated
Green, C. (2017). Children environmental identity development in an Alaska native rural context. International Journal of Early Childhood, 49. http://dx.doi.org/10.1007/s13158-017-0204-6
Nature-related and culturally-relevant art activities provide an avenue for children's active participation in their urban communities
Derr, V. (2017). Participation as a supportive framework for cultural inclusion and environmental justice. Revista Internacional de Educación Para la Justicia Social, 6(1), 13. http://dx.doi.org/10.15366/riejs2017.6.1.004
Children's perceptions of nature and the impacts of interventions
Madden, L., & Liang, J. (2017). Young children’s ideas about environment: Perspectives from three early childhood educational settings. Environmental Education Research, 23(8), 17. http://dx.doi.org/10.1080/13504622.2016.1236185
Green walls for a restorative classroom environment: A controlled evaluation study
van den Berg, A.E., Wesselius, J.E., Maas, J., & Tanja-Dijkstra, K. (2017). Green walls for a restorative classroom environment: A controlled evaluation study. Environment and Behavior, 49(7), 23. http://dx.doi.org/10.1177/0013916516667976
Neighborhood context and youth physical activity: Differential associations by gender and age
Kowaleski-Jones, L., Fan, J.X., Wen, M., & Hanson, H. (2017). Neighborhood context and youth physical activity: Differential associations by gender and age. American Journal of Health Promotion, 31(5), 9. http://dx.doi.org/10.1177/0890117116667353
'Everything has to die one day:' Children’s explorations of the meanings of death in human-animal-nature relationships
Russell, J. (2017). ’Everything has to die one day:’ Children’s explorations of the meanings of death in human-animal-nature relationships. Environmental Education Research, 23(1), 16. http://dx.doi.org/10.1080/13504622.2016.1144175