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 1825 - 1836 of 2537
Social Interactions and Recognition Encourage Environmental Identity Development
Stapleton, Sarah Riggs. (2015). Environmental Identity Development Through Social Interactions, Action, and Recognition. The Journal of Environmental Education, 46, 94-113.
Children's Epistemic Knowledge Structures: Using Pollution as a Focal Issue
Rodríguez, Manuel, Kohen, Raquel, & Delval, Juan. (2015). Children’s and adolescents’ thoughts on pollution: cognitive abilities required to understand environmental systems. Environmental Education Research, 21, 76-91.
Best Practices Using Mystery Shopping Methods
Peterman, Karen, & Young, Denise. (2015). Mystery Shopping: An Innovative Method for Observing Interactions With Scientists During Public Science Events. Visitor Studies, 18, 83-102.
Using Augmented Reality Technology to Enhance Marine Education for Children
Lu, Su-Ju, & Liu, Ying-Chieh. (2015). Integrating augmented reality technology to enhance children’s learning in marine education. Environmental Education Research, 21, 525-541.
How Children Imbue Recycling Symbols with Meaning
Ljung-Djärf, Agneta, Åberg-Bengtsson, Lisbeth, Ottosson, Torgny, & Beach, Dennis. (2015). Making sense of iconic symbols: a study of preschool children conducting a refuse-sorting task. Environmental Education Research, 21, 256-274.
Comparing Values Toward Nature Across Cultures
Li, Jie, & Ernst, Julie. (2015). Exploring value orientations toward the human–nature relationship: a comparison of urban youth in Minnesota, USA and Guangdong, China. Environmental Education Research, 21, 556-585.
Applying a Permaculture Design Framework to Environmental Education to Cultivate Engaged Science Learning
Lebo, Nelson, & Eames, Chris. (2015). Cultivating Attitudes and Trellising Learning: A Permaculture Approach to Science and Sustainability Education. Australian Journal of Environmental Education, 31, 46-59.
Considerations for reviewing research on outdoor adventure education
Scrutton, Roger, & Beames, Simon. (2015). Measuring the unmeasurable: Upholding rigor in quantitative studies of personal and social development in outdoor adventure education. Journal of Experiential Education, 38, 8-25.
Environmental Education Centers as delivery hubs for environmental knowledge in Greece
Yanniris, Constantinos. (2015). 20+ Years of Environmental Education Centers in Greece: Teachers’ Perceptions and Future Challenges. Applied Environmental Education & Communication, 14, 149-166.
Middle School Aquaponics Curriculum Can Increase Environmental Knowledge and Pro-Environmental Behaviors
Schneller, Andrew Jon, Schofield, Casey A., Frank, Jenna, Hollister, Eliza, & Mamuszka, Lauren. (2015). A Case Study of Indoor Garden-Based Learning With Hydroponics and Aquaponics: Evaluating Pro-Environmental Knowledge, Perception, and Behavior Change. Applied Environmental Education & Communication, 14, 256-265.
Attitude and behavioral impacts of a one-year wildlife education program in Japan
Sakurai, Ryo, Jacobson, Susan K., Matsuda, Naoko, & Maruyama, Tetsuya. (2015). Assessing the impact of a wildlife education program on Japanese attitudes and behavioral intentions. Environmental Education Research, 21, 542-555.
Recommendations to encourage Extension agents to deliver effective climate change education
Monroe, Martha C., Plate, Richard R., Adams, Damian C., & Wojcik, Deborah J. (2015). Harnessing homophily to improve climate change education. Environmental Education Research, 21, 221-238.