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 25 - 36 of 39
Lumpe, Andrew, Czerniak, Charlene, Haney, Jodi, & Beltyukova, Svetlana. (2012). Beliefs about teaching science: The relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34, 153-166.
Biggers, Mandy, & Forbes, Cory T. (2012). Balancing teacher and student roles in elementary classrooms: Preservice elementary teachers’ learning about the inquiry continuum. International Journal of Science Education, 34, 2205-2229.
Ernst, Julie, & Tornabene, Ladona. (2012). Preservice early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research, 18, 643-664.
Lambert, Julie L., Lindgren, Joan, & Bleicher, Robert E. (2012). Assessing elementary science methods students’ understanding about global climate change. International Journal of Science Education, 34, 1167-1187.
McGregor, Debra. (2012). Dramatising science learning: Findings from a pilot study to re-invigorate elementary science pedagogy for five-to seven-year olds. International Journal of Science Education, 34, 1145-1165.
Puk, Thomas G., & Stibbards, Adam. (2012). Systemic ecological illiteracy? Shedding light on meaning as an act of thought in higher learning. Environmental Education Research, 18, 353-373.
Diaconu, Dana Viorica, Radigan, Judy, Suskavcevic, Milijana, & Nichol, Carolyn. (2012). A multi-year study of the impact of the rice model teacher professional development on elementary science teachers. International Journal of Science Education, 34, 855-877.
Ernst, Julie. (2012). Influences on and Obstacles to K-12 Administrators’ Support for Environment-Based Education. The Journal of Environmental Education, 43, 73-92.
Klein, Emily J., & Riordan, Meg. (2011). Wearing the “student hat”: Experiential professional development in expeditionary learning schools. Journal of Experiential Education, 34, 35-54.
Brand, Brenda R., & Moore, Sandra J. (2011). Enhancing teachers’ application of inquiry-based strategies using a constructivist sociocultural professional development model. International Journal of Science Education, 33, 889-913.
Bruyere, Brett, Nash, Peter E., & Mbogella, Felix. (2011). Predicting Participation in Environmental Education by Teachers in Coastal Regions of Tanzania. The Journal of Environmental Education, 42, 168-180.
Shooter, Wynn, Paisley, Karen, & Sibthorp, Jim. (2011). Trust development in outdoor leadership. Journal of Experiential Education, 33, 189-207.