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 397 - 408 of 2534
Utilizing problem-based learning to facilitate interdisciplinary pedagogy for political ecology
Kirsop-Taylor, Nick, Appiah, D., Steadman, A., & Huggett, M. (2021). Reflections on integrating the political into environmental education through problem-based learning and political ecology. The Journal of Environmental Education, 52, 1-13.
State standards and political affiliation influence teaching about climate change in TX and CA
Khalidi, Rana, & Ramsey, John. (2021). A comparison of California and Texas secondary science teachers’ perceptions of climate change. Environmental Education Research, 27, 669-686.
A climate change toolkit can make place-based education more effective
Khadka, Akriti, Li, Christine Jie, Stanis, Sonja Wilhelm, & Morgan, Mark. (2021). Unpacking the power of place-based education in climate change communication. Applied Environmental Education & Communication, 20, 77-91.
Collaboration, professional development opportunities, and slow lesson integration may be key for sustainable development education
Hurd, Emily, & Ormsby, Alison A. (2021). Supporting K-12 teachers in the context of whole-school sustainability: four case studies. Applied Environmental Education & Communication, 20, 303-318.
Teaching the teacher through nature journaling
Tsevreni, Irida. (2021). Nature journaling as a holistic pedagogical experience with the more-than-human world. The Journal of Environmental Education, 52, 14-24.
Environmental educators can create safe spaces for gender exploration and identity development
Decker, Abigail, & Morrison, Scott A. (2021). Decoding gender in nature-based education: perceptions of environmental educators. Environmental Education Research, 1-16.
Psychosocial interventions situated within the natural environment with young people who have experienced trauma: A scoping review
Boddy, J., Slattery, M., Liang, J., Gallagher, H., Smith, A., & Agllias, K. (2021). Psychosocial interventions situated within the natural environment with young people who have experienced trauma: A scoping review. British Journal of Social Work, 51. http://dx.doi.org/10.1093/bjsw/bcaa093
The lived experience of refugee children in informal camp settlements: A photovoice project in the Bekaa Valley of Lebanon
Karr, V. L., Sajadi, S., & Aronson-Ensign, K. (2021). The lived experience of refugee children in informal camp settlements: A photovoice project in the Bekaa Valley of Lebanon. Journal of Refugee Studies, 34(3), 23. http://dx.doi.org/10.1093/jrs/fez104
Beyond the fence: constructed and found spaces for children's outdoor play in natural and human-induced disaster contexts – lessons from north-east Japan, and Za'atari refugee camp in Jordan
Woolley, H. (2021). Beyond the fence: constructed and found spaces for children’s outdoor play in natural and human-induced disaster contexts – lessons from north-east Japan, and Za’atari refugee camp in Jordan. International Journal of Disaster Risk Reduction, 56. https://doi.org/10.1016/j.ijdrr.2021.102155
Left to their own devices? A mixed methods study exploring the impacts of smartphone use on children’s outdoor experiences
Nielsen, J. V., & Arvidsen, J. (2021). Left to their own devices? A mixed methods study exploring the impacts of smartphone use on children’s outdoor experiences. International Journal of Environmental Research and Public Health, 18. https://doi.org/10.3390/ijerph18063115
Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education
Hunter-Doniger, T. (2021). Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education. Journal of Adventure Education and Outdoor Learning, 21(3), 13. https://doi.org/10.1080/14729679.2020.1771388
Recess quality and social and behavioral health in elementary school students
Massey, W. V., Thalken, J., Szarabajko, A., Neilson, L., & Geldhof, J. (2021). Recess quality and social and behavioral health in elementary school students. Journal of School Health, 91(9), 11. https://doi.org/10.1111/josh.13065