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 85 - 96 of 2532
Co-designing an ideal nature-related digital tool with children: An exploratory study from the Netherlands
Yin, S., Kasraian, D., Wang, G., Evers, S., & van Wesemael, P. (2024). Co-designing an ideal nature-related digital tool with children: An exploratory study from the Netherlands. Environment and Behavior, 56(9-10). https://doi.org/10.1177/00139165241311071
Preschool educators’ opinions and practices on school gardening
Deniz, U. H., & Kalburan, N. C. (2024). Preschool educators’ opinions and practices on school gardening. Urban Education, 59(9 ). http://dx.doi.org/10.1177/00420859221125710
Therapeutic gardening groups with children and young people who have experienced maltreatment
McVeigh, M. J., Kassiotis, E., & McVeigh, C. G. (2024). Therapeutic gardening groups with children and young people who have experienced maltreatment. Australian Social Work. https://doi.org/10.1080/0312407X.2024.2416622
Effect of therapeutic gardening program in urban gardens on the mental health of children and their caregivers with atopic dermatitis
Baik, H., Choi, S., An, M., Jin, H., Kang, I., Yoon, W., & Yoo, Y. (2024). Effect of therapeutic gardening program in urban gardens on the mental health of children and their caregivers with atopic dermatitis. Healthcare , 12(919). https://doi.org/10.3390/healthcare12090919
Evaluation of a nature prescription program on parental perceptions for children’s outdoor activities
Urroz, J., & Christiana, R. W. (2024). Evaluation of a nature prescription program on parental perceptions for children’s outdoor activities. Ecopsychology, 16(4). http://dx.doi.org/10.1089/eco.2023.0072
Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies
Carvalho, A. E., Blanc, S., Aguiar, M., & Torres, A. C. (2024). Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies. Educational Process , 13(2), 17. https://doi.org/10.22521/edupij.2024.132.8
Effects of outdoor adventures on emerging adults’ well-being and connection with nature
Puhakka, R. (2024). Effects of outdoor adventures on emerging adults’ well-being and connection with nature. Journal of Adventure Education and Outdoor Learning, 24(4), 16. https://doi.org/10.1080/14729679.2023.2220836
Adventure education as a pathway to wellbeing: rethinking adventure through the lens of PERMA
Ingman, B. C. (2024). Adventure education as a pathway to wellbeing: rethinking adventure through the lens of PERMA. Journal of Adventure Education and Outdoor Learning, 25(1), 14. https://doi.org/10.1080/14729679.2024.2377164
Psychological transformation of the ‘self’ towards eco-sensitivity through high-risk nature-based sports: a South African context
Human, N., & Steyn, B. J. M. (2024). Psychological transformation of the ‘self’ towards eco-sensitivity through high-risk nature-based sports: a South African context. Journal of Adventure Education and Outdoor Learning, 24(4), 14. https://doi.org/10.1080/14729679.2023.2168711
Exploring key informants’ perceptions of weather-modified recess
Ouellette, C., Martin, G., Hyndman, B., & Button, B. (2024). Exploring key informants’ perceptions of weather-modified recess. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679.2024.2335161
Advocacy for equitable recess in Washington state
Tandon, P. S., Westerlind, L., & McCleery, J. (2024). Advocacy for equitable recess in Washington state. Pediatrics , 153(5). https://doi.org/10.1542/peds.2023-064226
Ascending to well-being through mediated spaces: An alternative to informal learning and physical activity environments in vertical schools
Salari, E. E., & Westbrook, N. (2024). Ascending to well-being through mediated spaces: An alternative to informal learning and physical activity environments in vertical schools. Architecture, 4. https://doi.org/10.3390/architecture4030032