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 25 - 36 of 2479
Increasing knowledge and awareness of microplastic pollution in United States middle school students in a hybrid-classroom setting through science education
Hogan, Shannon, & and, Juanita. (2025). Increasing knowledge and awareness of microplastic pollution in United States middle school students in a hybrid-classroom setting through science education. Journal of Geoscience Education, 73, 16-27. 10.1080/10899995.2024.2333725
K–12 science achievement: time-varying influence of Green School initiatives. Environmental Education Research
Dupuis, Juliann, & Durham, Rachel. (2024). K-12 science achievement: time-varying influence of Green School initiatives. Environmental Education Research, 30, 306-319.
Teacher preparation for equal outcomes for all including the environment benefits from authentic school placements with project-based learning and structured reflection, though novices need additional supports
Sawyer, R. (2024). Preservice Teachers Learning to Teach in an Anti-Racist/Climate-Justice Program: Challenges and Promises. Northwest Journal of Teacher Education, 19(1).
Preschool community gardens improve children's nutrition knowledge while turning them into agents of change for family food choices
Kelly, Venessa, & and, Brännlund. (2024). ‘I learned this in the gardening group’: the impact of a community garden on children and their families’ eating habits. Irish Educational Studies, 1-16. 10.1080/03323315.2024.2314312
Citizen science educates best when participants engage in the full scientific process, not just data collection
Ballard, Heidi L., Lindell, Amanda, & and, Christopher. (2024). Environmental education outcomes of community and citizen science: a systematic review of empirical research. Environmental Education Research, 30, 1007-1040. 10.1080/13504622.2024.2348702
Underwater Virtual Reality for Marine Education and Ocean Literacy: Technological and Psychological Potentials
Fauville, Géraldine, Voşki, Anaïs, Mado, Marijn, Bailenson, Jeremy N., & Lantz-Andersson, Annika. (2024). Underwater virtual reality for marine education and ocean literacy: technological and psychological potentials. Environmental Education Research, 1-25.
An integration of local wisdom into a problem-based student book to empower students' conservation attitudes
Damopolii, I., Nunaki, J.H., Jeni, J., Rampheri, M.B., & Ambusaidi, A.K. (2024). An integration of local wisdom into a problem-based student book to empower students’ conservation attitudes. Participatory Educational Research, 11(1), 158-177.
Mobilising volunteers to deliver a school-based arts-in-nature practice to support children’s mental health and wellbeing: a modified e-Delphi Study with primary school staff
Bungay, H., Walshe, N., & Dadswell, A. (2024). Mobilising volunteers to deliver a school-based arts-in-nature practice to support children’s mental health and wellbeing: a modified e-Delphi Study with primary school staff. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2298047
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
Gender Equality, Climate Action, and Technological Innovation for Sustainable Development in Africa
Adeola, Ogechi. (2024). Gender Equality, Climate Action, and Technological Innovation for Sustainable Development in Africa (1st ed.). Cham: Springer Nature. 10.1007/978-3-031-40124-4
Creating environments for risky play: Understanding the interplay between parents, play professionals and policymakers
Visser, K., Aalst, I. V., & Meijer, M. (2024). Creating environments for risky play: Understanding the interplay between parents, play professionals and policymakers. Children & Society, 38, 18. http://dx.doi.org/10.1111/chso.12878
Does sustainability really start with teachers? Reflections on integrating environmental education in pre-service teacher education in Namibia and Finland
Saari, Maria, Poulton-Busler, Richardine, & and, Anna. (2024). Does sustainability really start with teachers? Reflections on integrating environmental education in pre-service teacher education in Namibia and Finland. The Journal of Environmental Education, 55, 494-508. 10.1080/00958964.2024.2375210