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 73 - 84 of 214

EE program settings and interaction with those features can enhance learning outcomes

Dale, Ryan G., Powell, Robert B., Stern, Marc J., & Garst, Barry A. (2020). Influence of the natural setting on environmental education outcomes. Environmental Education Research, 26, 613-631.

Using outdoor learning as a tool to build interdisciplinary connections among students

Tan, Esther, & So, Hyo-Jeong. (2019). Role of environmental interaction in interdisciplinary thinking: from knowledge resources perspectives. The Journal of Environmental Education, 50, 113-130.

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.

Subtle anthropomorphism can be effectively used to teach children about conservation ecology

McCabe, Sharon, & Nekaris, K. A. I. (2019). The impact of subtle anthropomorphism on gender differences in learning conservation ecology in Indonesian school children. Applied Environmental Education & Communication, 18, 13-24.

Strategies for integrating Indigenous environmental issues into curricula

Lowan-Trudeau, Gregory. (2019). From reticence to resistance: understanding educators’ engagement with indigenous environmental issues in Canada. Environmental Education Research, 25, 62-74.

Estimating the scope and composition of environmental education in the U.S.

Gupta, Rupanwita, Fraser, John, Shane-Simpson, Christina, Danoff-Burg, Sharon, & Ardalan, Nezam. (2019). Estimating scale, diversity, and professional training of environmental educators in the U.S. Environmental Education Research, 25, 75-91.

Examining increases in youth science and identity outcomes from climate action filmmaking

Walsh, Elizabeth M., & Cordero, Eugene. (2019). Youth science expertise, environmental identity, and agency in climate action filmmaking. Environmental Education Research, 25, 656-677.

Using educational entertainment to engage the public in climate change

Topp, Kieren, Thai, Michael, & Hryciw, Deanne H. (2019). The role of entertainment in engagement with climate change. Environmental Education Research, 25, 691-700.

Measuring a baseline for systems thinking in geography at the high school level

Cox, Marjolein, Elen, Jan, & Steegen, An. (2019). Systems thinking in geography: can high school students do it?. International Research in Geographical and Environmental Education, 28, 37-52.

Climate change should be contextualized as a justice issue by classroom educators

Waldron, F., Ruane, B., Oberman, R., & Morris, S. (2019). Geographical process or global injustice? Contrasting educational perspectives on climate change. Environmental Education Research, 25, 895-911.

Providing teacher trainings in GIS to support integration into K-12 classrooms

Collins, Larianne, & Mitchell, Jerry T. (2019). Teacher training in GIS: what is needed for long-term success?. International Research in Geographical and Environmental Education, 28, 118-135.

Short-term informal learning programs can help bridge the gap in gender representation in STEM

Solís, Patricia, Huynh, Niem Tu, Huot, Philippe, Zeballos, Marcela, Ng, Astrid, & Menkiti, Nwasinachi. (2019). Towards an overdetermined design for informal high school girls’ learning in geospatial technologies for climate change. International Research in Geographical and Environmental Education, 28, 151-174.