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 1765 - 1776 of 2533
Yesterday’s conservationists: How were they educated about the outdoors and the environment?
Place, G.S. (2016). Yesterday’s conservationists: How were they educated about the outdoors and the environment?. Journal of Adventure Education and Outdoor Learning. http://dx.doi.org/10.1080/14729679.2016.1171158
Embracing risk in the Canadian woodlands: Four children’s risky play and risk-taking experiences in a Canadian Forest Kindergarten
Coe, H. A. (2016). Embracing risk in the Canadian woodlands: Four children’s risky play and risk-taking experiences in a Canadian Forest Kindergarten. Journal of Early Childhood Research, 15(4), 15. http://dx.doi.org/10.1177/1476718X15614042
The relationship between children's perceptions of the natural environment and their subjective wellbeing
Adams, S., Savahl, S., & Casas, R. (2016). The relationship between children’s perceptions of the natural environment and their subjective wellbeing. Children’s Geographies. http://dx.doi.org/10.1080/14733285.2016.1157571
Technological inroads into understanding city children's natural life-worlds
Freeman, R., van Heezik, Y., Stein, A., & Hand, K. (2016). Technological inroads into understanding city children’s natural life-worlds. Children’s Geographies, 14(2), 17. http://dx.doi.org/10.1080/14733285.2015.1126552
Theorizing family-based nature activities and family functioning: The integration of attention restoration theory with a family routines and rituals perspective
Izenstark, E., & Ebata, A.T. (2016). Theorizing family-based nature activities and family functioning: The integration of attention restoration theory with a family routines and rituals perspective. Journal of Family Theory & Review, 8(2), 17. http://dx.doi.org/10.1111/jftr.12138
Does viewing documentary films affect environmental perceptions and behaviors?
Janpol, H. L., & Dilts, R. (2016). Does viewing documentary films affect environmental perceptions and behaviors?. Applied Environmental Education & Communication, 15(1), 9. http://dx.doi.org/10.1080/1533015X.2016.1142197
Using online narratives to explore participant experiences in a residential environmental education program
Ardoin, N.M., DiGiano, M, O’Connor, K., & Holthuis, N. (2016). Using online narratives to explore participant experiences in a residential environmental education program. Children’s Geographies, 14(3), 19. http://dx.doi.org/10.1080/14733285.2015.1033615
Educational impact on the relationship of environmental knowledge and attitudes
Liefländer, A.K., & Bogner, F.X. (2016). Educational impact on the relationship of environmental knowledge and attitudes. Environmental Education Research. http://dx.doi.org/10.1080/13504622.2016.1188265
Experiencing nature and children’s conceptualizations of the natural world
Collado, S., Íñiguez-Rueda, L., & Corraliza, J.A. (2016). Experiencing nature and children’s conceptualizations of the natural world. Children’s Geographies, 14(6). http://dx.doi.org/10.1080/14733285.2016.1190812
The urban landscape as affordance for adolescents’ everyday physical activity
Aradi, R., Thoren, Halvorsen, & Fjørtoft, I. (2016). The urban landscape as affordance for adolescents’ everyday physical activity. Landscape Research, 41(5), 16. http://dx.doi.org/10.1080/01426397.2015.1077943
Wilderness Adventure Therapy effects on the mental health of youth participants: Evaluation and program planning
Bowen, D. J., Neill, J. T, & Crisp, S. J.R. (2016). Wilderness Adventure Therapy effects on the mental health of youth participants: Evaluation and program planning. Evaluation and Program Planning. http://dx.doi.org/10.1016/j.evalprogplan.2016.05.005
Mindful learning can promote connectedness to nature: Implicit and explicit evidence
Wang, X., Geng, L., Zhou, K., Ye, L., Ma, Y., & Zhang, S. (2016). Mindful learning can promote connectedness to nature: Implicit and explicit evidence. Consciousness and Cognition, 44, 7. http://dx.doi.org/10.1016/j.concog.2016.06.006