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 13 - 24 of 2535
Afterschool birding clubs connect elementary students with nature while building science skills and environmental awareness
Britton, Stacey, Gisewhite, Rachel, & Rogers, Kristen. (2025). Exploring Nature and Learning Science Through an Afterschool Birding Club. Journal of Experiential Education, 48, 353-373. 10.1177/10538259241276084
Responding to the moral complexities of climate change education through intergenerational dialogue in teacher education
Rushton, Elizabeth. (2025). Responding to the moral complexities of climate change education through intergenerational dialogue in teacher education. Journal of Moral Education, 54, 94-106. 10.1080/03057240.2024.2330147
Broadening the scope of intergenerational learning in environmental education: an investigation of youth-to-educator intergenerational learning during a residential environmental education program
Powell, Amy, Frank, Danielle, & and, Lucy. (2025). Broadening the scope of intergenerational learning in environmental education: an investigation of youth-to-educator intergenerational learning during a residential environmental education program. Environmental Education Research, 1-23. 10.1080/13504622.2025.2486365
An exploratory study into the effect of an outdoor, cold-water immersion course on mood in adolescents in Norway and the UK
Romeyke, V., Shergold, S., Ford, A., & Danielsen, K. K. (2025). An exploratory study into the effect of an outdoor, cold-water immersion course on mood in adolescents in Norway and the UK. Journal of Child & Adolescent Mental Health, 36(3). https://doi.org/10.2989/17280583.2025.2503348
Why don’t children study outside? Limitation of Polish schools to use green spaces in the educational process before and during COVID-19
Gajdek, A., Ortyl, B., Martyka, A., & Kasprzyk, I. (2025). Why don’t children study outside? Limitation of Polish schools to use green spaces in the educational process before and during COVID-19. Cites , 162. https://doi.org/10.1016/j.cities.2025.105993
Screen Time, Nature, and Development: Baseline of the Randomized Controlled Study “Screen-free till 3”
Schwarz, S., Krafft, H., Maurer, T., Lange, T., Schemmer, J., Fischbach, T., … Martin, D. (2025). Screen Time, Nature, and Development: Baseline of the Randomized Controlled Study “Screen-free till 3”. Developmental Science, 28(1). https://doi.org/10.1111/desc.13578
The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment
Collins, M. A., Romero, V. F., Young, A., Dorph, R., Foreman, J., Strang, C., … Laina, V. (2025). The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment. Environmental Education Research . https://doi.org/10.1080/13504622.2024.2340502
The Schoolyard I’d Like: an ideas competition for Australian school children ages 12 to 17
Leigh, G., Muminovic, M., & Davey, R. (2025). The Schoolyard I’d Like: an ideas competition for Australian school children ages 12 to 17. Children’s Geographies. https://doi.org/10.1080/14733285.2025.2455023
Exploring nature-based art therapy: a scoping review
Gulbe, E., Ozola, A., Vitola, B., Akmane, E., Pacek, J., & Mārtinsone, K. (2025). Exploring nature-based art therapy: a scoping review. Frontiers. http://dx.doi.org/10.3389/fpsyg.2025.1522629
Exploring early childhood educators’ perceptions of children’s learning and development on naturalized playgrounds
Squires, K., van Rhijn, T., Harwood, D., Haines, J., & Barton, K. (2025). Exploring early childhood educators’ perceptions of children’s learning and development on naturalized playgrounds. Early Childhood Education Journal, 53. https://doi.org/10.1007/s10643-023-01614-4
“We never even touched plants this way”: school gardens as an embodied context for motivating environmental actions
Dutta, D., & Chandrasekharan, S. (2025). “We never even touched plants this way”: school gardens as an embodied context for motivating environmental actions. Environmental Education Research, 31(2), 20. https://doi.org/10.1080/13504622.2024.2385993
From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents
Rillero, P., Jiménez-Silva, M., Short-Meyerson, K., & Rillero, K. M. (2025). From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents. Education Sciences , 15(246). https://doi.org/10.3390/educsci15020246