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 1 - 12 of 297

New "Hope Wheel" model helps teachers to integrate hope into climate change education

Finnegan, William, & d’Abreu, Cathy. (2024). The hope wheel: a model to enable hope-based pedagogy in Climate Change Education. Frontiers in Psychology, 15, 1347392+. 10.3389/fpsyg.2024.1347392

Climate justice education in schools requires holistic approaches integrating scientific understanding with social, emotional, and action-oriented learning while emphasizing intergenerational, intersectional, and interspecies dimensions of justice

Stevenson, Robert B., Whitehouse, Hilary, & Field, Ellen. (2024). Teaching Climate Justice Education Holistically in Schools. In Oxford Research Encyclopedia of Education. Retrieved from https://oxfordre.com/education/display/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1791

Transformative education approaches incorporating knowledge (heads), emotions (hearts), and action (hands) can help learners process eco/climate anxiety while fostering environmental engagement

Olsen, Emily K., Lawson, Danielle F., McClain, Lucy R., & Plummer, Julia D. (2024). Heads, hearts, and hands: a systematic review of empirical studies about eco/climate anxiety and environmental education. Environmental Education Research, 1-28. 10.1080/13504622.2024.2315572

A greening theory of change: How neighborhood greening impacts adolescent health disparities

Kondo, M. C., Locke, D., Hazer, M., Mendelson, T., Fix, R. L., Joshi, A., … Mmari, K. (2024). A greening theory of change: How neighborhood greening impacts adolescent health disparities. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12735

Lifelong greenspace exposure and ADHD in Polish children: Role of physical activity and perceived neighbourhood characteristics

Buczyłowska, D., Singh, N., Baumbach, C., Bratkowski, J., Mysak, Y., Wierzba-Łukaszyk, M., … Dzhambov, A. M. (2024). Lifelong greenspace exposure and ADHD in Polish children: Role of physical activity and perceived neighbourhood characteristics. Journal of Environmental Psychology. https://doi.org/10.1016/j.jenvp.2024.102313

Infuence of Neighborhood built environments on the outdoor free play of young children: a systematic, mixed‐studies review and thematic synthesis

Gemmell, E., Ramsden, R., Brussoni, M., & Brauer, M. (2023). Infuence of Neighborhood built environments on the outdoor free play of young children: a systematic, mixed‐studies review and thematic synthesis. Journal of Urban Health, 100. https://doi.org/10.1007/s11524-022-00696-6

A landscape analysis reveals significant gaps in educational programming that addresses both gender equality and climate justice, despite growing global advocacy for such intersectional approaches

Kwauk, Christina T., & Wyss, Natalie. (2023). Gender equality and climate justice programming for youth in low- and middle-income countries: an analysis of gaps and opportunities. Environmental Education Research, 29(11), 1573-1596. 10.1080/13504622.2022.2123894

A critical, environmental and intercultural education model based on Latin American indigenous worldviews is a hopeful alternative to the narrow, capitalist-oriented SDG for education

Garcia-Arias, Jorge, Corbetta, Silvina, & Baronnet, Bruno. (2023). Decolonizing education in Latin America: critical environmental and intercultural education as an indigenous pluriversal alternative. British Journal of Sociology of Education, 44(8), 1394-1412. 10.1080/01425692.2023.2234088

Authentically integrating Indigenous knowledge(s) in early childhood education powerfully enriches children's development of botanical literacies

Beasley, Kimberley, Hesterman, Sandra, MacCallum, Judy, & Lee-Hammond, Libby. (2023). Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education. International Journal of Early Childhood Environmental Education, 10(2), 21-35.

Nature exposure and social health: Prosocial behavior, social cohesion, and effect pathways

Arbuthnott, C. D. (2023). Nature exposure and social health: Prosocial behavior, social cohesion, and effect pathways. Journal of Environmental Psychology, 90. https://doi.org/10.1016/j.jenvp.2023.102109

Anticolonial, creative, and embodied pedagogies centered on Indigenous knowledge(s) and relationships with the land and water are essential for transforming climate change education and cultivating more sustainable and just futures

Nxumalo, Fikile, & Montes, Pablo. (2023). Encountering creative climate change pedagogies: Cartographic interruptions. Research in Education, 117(1), 42-57. 10.1177/00345237231207493

Justice-driven CCE extends beyond traditional STEM settings, emphasizes people-focused over planet-focused aims, and encompasses diverse educational processes and outcomes across formal, community-based, and activist learning contexts

Trott, Carlie D., Lam, Stephanie, Roncker, Jessica, Gray, Emmanuel-Sathya, Courtney, Hayden, & Even, Trevor L. (2023). Justice in climate change education: a systematic review. Environmental Education Research, 29(11), 1535-1572. 10.1080/13504622.2023.2181265