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, ee360+, and the U.S. Forest Service. Learn more.

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Displaying 169 - 180 of 734

Evaluating the impact of a high school program on environmental leadership and environmental behavior

Blythe, Charlotte, & Harré, Niki. (2020). Encouraging transformation and action competence: A Theory of Change evaluation of a sustainability leadership program for high school students. The Journal of Environmental Education, 51, 83-96.

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

Rodríguez-Chueca, Jorge, Molina-García, Agustín, García-Aranda, César, Pérez, Javier, & Rodríguez, Encarnación. (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, 238-252.

Key competencies in South Korea's environmental education curriculum

Seo, Eunjung, Ryu, Jaemyong, & Hwang, Seyoung. (2020). Building key competencies into an environmental education curriculum using a modified Delphi approach in South Korea. Environmental Education Research, 26, 890-914.

Strong influences from the petroleum industry lessens pre-service teachers' willingness to teach about climate change

Skarstein, Frode. (2020). Climate beliefs in an oil-dependent economy: Norwegian pre-service science teachers’ attitudes towards climate change. Environmental Education Research, 26, 491-510.

BP influences STEM education and promotes oil industry interests

Tannock, Stuart. (2020). The oil industry in our schools: from Petro Pete to science capital in the age of climate crisis. Environmental Education Research, 26, 474-490.

Marine field course evaluations show largely cognitive responses from youth, but also behavioral and affective

Winks, Lewis, Ward, Mark, Zilch, Joseph, & Woodley, Ewan. (2020). Residential marine field-course impacts on ocean literacy. Environmental Education Research, 26, 969-988.

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

Zummo, Lynne, Gargroetzi, Emma, & Garcia, Antero. (2020). Youth voice on climate change: using factor analysis to understand the intersection of science, politics, and emotion. Environmental Education Research, 26, 1207-1226.

Utilizing pedagogical literacy to establish early-onset agency with self-identity and the environment

Häggström, Margaretha, & Schmidt, Catarina. (2020). Enhancing children’s literacy and ecological literacy through critical place-based pedagogy. Environmental Education Research, 26, 1729-1745.

The Eco-School Club model is limited as a tool for intergenerational learning about climate change

Chineka, Raviro, & Yasukawa, Keiko. (2020). Intergenerational learning in climate change adaptations; limitations and affordances. Environmental Education Research, 26, 577-593.

Leveraging community resources and interpersonal connections supports pro-environmental action in adults

Clegg, Tamara, Boston, Carol, Preece, Jennifer, Warrick, Elizabeth, Pauw, Daniel, & Cameron, Jacqueline. (2020). Community-driven informal adult environmental learning: Using theory as a lens to identify steps toward concientización. The Journal of Environmental Education, 51, 55-71.

Identity is a main driver for engaging in social and environmental action

Derr, Victoria. (2020). Diverse perspectives on action for positive social and environmental change. Environmental Education Research, 26, 219-237.

Environmental literacy plays a limited role in students' assessment of carbon footprints

Dósa, Katalin, & Russ, Rosemary S. (2020). Making sense of carbon footprints: how carbon literacy and quantitative literacy affects information gathering and decision-making. Environmental Education Research, 26, 421-453.