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 889 - 900 of 2551
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.
Students' emotional response to climate change
Verlie, Blanche. (2019). Bearing worlds: learning to live-with climate change. Environmental Education Research, 25, 751-766.
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.
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.
Climate change should be framed as both an environmental and a social justice issue
Stapleton, Sarah Riggs. (2019). A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh. Environmental Education Research, 25, 732-750.
Art can be a valuable tool in environmental education practice and evaluation, especially among diverse audiences
Staples, Ami Flowers, Larson, Lincoln R., Worsley, Ti’Era, Green, Gary T., & Carroll, John P. (2019). Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth. The Journal of Environmental Education, 50, 208-222.
Why it is important to protect the environment: reasons given by children
Šoryte, Dovile, & Pakalniškiene, Vilmante. (2019). Why it is important to protect the environment: reasons given by children. International Research in Geographical and Environmental Education, 28, 228-241.
Climate change training for teachers should use a multidisciplinary, data-driven approach
Sezen-Barrie, Asli, Shea, Nicole, & Borman, Jenna Hope. (2019). Probing into the sources of ignorance: science teachers’ practices of constructing arguments or rebuttals to denialism of climate change. Environmental Education Research, 25, 846-866.
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.
Eco-parenting can promote climate resiliency in children
Nche, George C., Achunike, Hilary C., & Okoli, Anuli B. (2019). From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children. The Journal of Environmental Education, 50, 131-144.
Evaluating a supported nature play programme, parents' perspectives
Ward, T., Goldingay, S., & Parson, J. (2019). Evaluating a supported nature play programme, parents’ perspectives. Early Child Development and Care, 189(2), 14. http://dx.doi.org/10.1080/03004430.2017.1317764
The contributions of familial and environmental factors to children's connection with nature and outdoor activities
Ahmetoglu, E. (2019). The contributions of familial and environmental factors to children’s connection with nature and outdoor activities. Early Child Development and Care, 189(2), 11. http://dx.doi.org/10.1080/03004430.2017.1314273