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 37 - 48 of 250

Causal diagrams enriched with spatial scales can strengthen student understanding of relationships in geography education

Cox, Marjolein, Elen, Jan, & Steegen, An. (2020). Fostering students geographic systems thinking by enriching causal diagrams with scale. Results of an intervention study. International Research in Geographical & Environmental Education, 29, 112-128.

Childhood nature experiences lead to sustainable food choices in adulthood

Molinario, Erica, Lorenzi, Caterina, Bartoccioni, Flavia, Perucchini, Paola, Bobeth, Sebastian, Colléony, Agathe, … Bonaiuto, Marino. (2020). From childhood nature experiences to adult pro-environmental behaviors: An explanatory model of sustainable food consumption. Environmental Education Research, 26, 1137-1163.

Short field trips positively effect student beliefs about the environment

Moseley, Christine, Summerford, Haily, Paschke, Melissa, Parks, Caroline, & Utley, Juliana. (2020). Road to collaboration: Experiential learning theory as a framework for environmental education program development. Applied Environmental Education & Communication, 19, 238-258.

What school organization can do for education for sustainable development

Verhelst, Dries, Vanhoof, Jan, de Pauw, Jelle Boeve-, & Van Petegem, Peter. (2020). Building a conceptual framework for an ESD-effective school organization. The Journal of Environmental Education, 51, 400-415.

Informal climate change programs can positively impact students' climate change perspectives

Littrell, Megan K., Tayne, Kelsey, Okochi, Christine, Leckey, Erin, Gold, Anne U., & Lynds, Susan. (2020). Student perspectives on climate change through place-based filmmaking. Environmental Education Research, 26, 594-610.

Student autonomy in outdoor environmental education programs should be determined by the purpose and goals of the program

Cincera, Jan, Simonova, Petra, Kroufek, Roman, & Johnson, Bruce. (2020). Empowerment in outdoor environmental education: who shapes the programs?. Environmental Education Research, 26, 1690-1706.

Mental models, or drawings, demonstrates students' limited ocean literacy

Liu, Shu-Chiu, Lin, Huann-shyang, & Tsai, Chun-Yen. (2020). Ninth grade students’ mental models of the marine environment and their implications for environmental science education in Taiwan. The Journal of Environmental Education, 51, 72-82.

Gender and race/ethnicity influence on environmental identity in undergraduate students

Miao, Ruolin E., & Cagle, Nicolette L. (2020). The role of gender, race, and ethnicity in environmental identity development in undergraduate student narratives. Environmental Education Research, 26, 171-188.

The flipped classroom and challenged-based learning methods are effective at integrating sustainability in higher education

Rodríguez-Chueca, Jorge, Molina-García, Agustín, García-Aranda, César, Pérez, Javier, & Rodríguez, Encarnación. (2020). Understanding sustainability and the circular economy through flipped classroom and challenge-based learning: an innovative experience in engineering education in Spain. Environmental Education Research, 26, 238-252.

Examining how the eco-animation WALL-E impacts children's environmental conceptualization

Korfiatis, Konstantinos, Photiou, Maria, & Petrou, Stella. (2020). Effects of eco-animations on nine and twelve year old children’s environmental conceptions: How WALL-E changed young spectators’ views of earth and environmental protection. The Journal of Environmental Education, 51, 381-394.

How food preparation knowledge can increase vegetable consumption

Huyard, Caroline. (2020). Sustainable food education: what food preparation competences are needed to support vegetable consumption?. Environmental Education Research, 26, 1164-1176.

Environmental educators need a comprehensive understanding of eco-anxiety's multiple forms and manifestations to effectively support learners while maintaining critical awareness of its psychological and sociopolitical dimensions

Pihkala, Panu. (2020). Eco-Anxiety and Environmental Education. Sustainability, 12(23), 10149+. 10.3390/su122310149