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 145 - 156 of 532

Updates to the New Environmental Paradigm (NEP) survey and comments on how the scale should be used

Bernstein, Jennifer, & Szuster, Brian W. (2019). The new environmental paradigm scale: Reassessing the operationalization of contemporary environmentalism. The Journal of Environmental Education, 50, 73-83.

Environmental education should promote only the climate change adaptation strategies that protect the environment

Krasny, Marianne E., & Dubois, Bryce. (2019). Climate adaptation education: embracing reality or abandoning environmental values. Environmental Education Research, 25, 883-894.

Effective climate change education strategies promote safe spaces, are grounded in science, and address misconceptions

Monroe, Martha C., Plate, Richard R., Oxarart, Annie, Bowers, Alison, & Chaves, Willandia A. (2019). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 25, 791-812.

Using video games to engage youth on climate change

Ouariachi, Tania, Olvera-Lobo, María Dolores, Gutiérrez-Pérez, José, & Maibach, Edward. (2019). A framework for climate change engagement through video games. Environmental Education Research, 25, 701-716.

Villainizing possums may further nativist views among young people in New Zealand

Ram, Rajesh. (2019). No country for possums: young people’s nativist views. Australian Journal of Environmental Education, 35, 12-27.

Differing perceptions of the sea among junior high students enrolled in a marine education program in Japan

Sakurai, Ryo, Uehara, Takuro, & Yoshioka, Taisuke. (2019). Students’ perceptions of a marine education program at a junior high school in Japan with a specific focus on Satoumi. Environmental Education Research, 25, 222-237.

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 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.

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.

Ecological literature can shift environmental identities and attitudes

Willis, Alette. (2019). Conversations in the wildwood: narrators, readers and the rise of the ecological self. Environmental Education Research, 25, 443-457.

Nature club encourages middle school students to avoid hunting birds and eating native insects

Zhang, Weizhe, Zhao, Jinli, & Chen, Jin. (2019). Nature club programs promote adolescents’ conservation behavior: A case study in China’s biodiversity hotspot. The Journal of Environmental Education, 50, 192-207.

Addressing gaps in biodiversity knowledge and improving awareness

Shah, Alexandra, & Parsons, E. C. M. (2019). Lower public concern for biodiversity than for wilderness, natural places, charismatic megafauna and/or habitats. Applied Environmental Education & Communication, 18, 79-90.