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 913 - 924 of 2566
Significant life experiences, motivations and values of climate change educators
Howell, R.A., & Allen, S. (2019). Significant life experiences, motivations and values of climate change educators. Environmental Education Research, 25(6), 19. http://dx.doi.org/10.1080/13504622.2016.1158242
Designing an impactful sensory garden for children and youth with autism spectrum disorder
Wagenfeld, A., Sotelo, M., & Kamp, D. (2019). Designing an impactful sensory garden for children and youth with autism spectrum disorder. Children, Youth and Environments, 29(1), 16. http://dx.doi.org/10.7721/chilyoutenvi.29.1.0137
Evaluating a supported nature play programme, parents' perspectives
Ward, T., Goldingay, S., & Parson, J. (2019). Evaluating a supported nature play programme, parents’ perspectives. Early Child Development and Care, 189(2), 14. http://dx.doi.org/10.1080/03004430.2017.1317764
The contributions of familial and environmental factors to children's connection with nature and outdoor activities
Ahmetoglu, E. (2019). The contributions of familial and environmental factors to children’s connection with nature and outdoor activities. Early Child Development and Care, 189(2), 11. http://dx.doi.org/10.1080/03004430.2017.1314273
Children's independence and affordances experienced in the context of public open spaces: A study of diverse inner-city and suburban neighbourhoods in Auckland, New Zealand
Chaudhury, M., Hinckson, M.E., Badland, H., & Oliver, M. (2019). Children’s independence and affordances experienced in the context of public open spaces: A study of diverse inner-city and suburban neighbourhoods in Auckland, New Zealand. Children’s Geographies, 17(1), 15. http://dx.doi.org/10.1080/14733285.2017.1390546
The influence of personal beliefs, friends, and family in building climate change concern among adolescents
Stevenson, K.T., Peterson, M. N., & Bondell, H.D. (2019). The influence of personal beliefs, friends, and family in building climate change concern among adolescents. Environmental Education Research, 25(6), 14. http://dx.doi.org/10.1080/13504622.2016.1177712
Improving the quality of preschool outdoor environments: Getting children involved
Muela, A., Larrea, I., Miranda, N., & Barandiaran, A. (2019). Improving the quality of preschool outdoor environments: Getting children involved. European Early Childhood Education Research Journal, 27(3), 12. http://dx.doi.org/10.1080/1350293X.2019.1600808
Purposeful outdoor learning empowers children to deal with school transitions
Slee, V., & Allan, J.F. (2019). Purposeful outdoor learning empowers children to deal with school transitions. Sports, 7(6). http://dx.doi.org/10.3390/sports7060134
Outdoor adventures and adolescents' mental health: Daily screen time as a moderator of changes
Mutz, M., Müller, J., & Göring, A. (2019). Outdoor adventures and adolescents’ mental health: Daily screen time as a moderator of changes. Journal of Adventure Education and Outdoor Learning, 19(1), 11. http://dx.doi.org/10.1080/14729679.2018.1507830
Effects of childhood setting and interaction with nature on academic performance in introductory college-level course in the environmental sciences
Spero, M.A., Balster, N.J., & Bajcz, A.W. (2019). Effects of childhood setting and interaction with nature on academic performance in introductory college-level course in the environmental sciences. Environmental Education Research, 25(3), 21. http://dx.doi.org/10.1080/13504622.2018.1496405
Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence
Mygind, L., Kjeldsted, E., Hartmeyer, R., Mygind, E., Bølling, M., & Bents, P. (2019). Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence. Health & Place, 58. http://dx.doi.org/10.1016/j.healthplace.2019.05.014
The psychological and social benefits of a nature experience for children: A preliminary investigation
Dopko, R.L., Capaldi, C.A., & Zelenski, J.M. (2019). The psychological and social benefits of a nature experience for children: A preliminary investigation. Journal of Environmental Psychology, 63, 5. http://dx.doi.org/10.1016/j.jenvp.2019.05.002