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 109 - 120 of 2031
Harvey, C., Sheffield, D., Richardson, M., & Wells, R. (2023). The impact of a ‘‘Three Good Things in Nature’’ writing task on nature connectedness, pro-nature conservation behavior, life satisfaction, and mindfulness in children. Ecopsychology, 15(1), 11. https://doi.org/10.1089/eco.2022.0014
Brooks, S. D., Sabzalian, L., Weiser-Nieto, R., & Springer, S. (2023). “We should have held this in a circle”: White ignorance and answerability in outdoor education. The Journal of Environmental Education, 54(2), 18. https://doi.org/10.1080/00958964.2023.2169897
Riley, K., Chow, A. F., Wahpepah, K., Humbert, M. L., Brussoni, M., Houser, N., & Erlandson, M. C. (2023). Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: Braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings. AlterNative: An International Journal of Indigenous Peoples. https://doi.org/10.1177/11771801231167881
Li, Wei-Ting, & Shein, Paichi Pat. (2023). Developing sense of place through a place-based Indigenous education for sustainable development curriculum. Environmental Education Research, 29(5), 23. https://doi.org/10.1080/13504622.2022.2098933
Riley, K., Chow, A. F., Wahpepah, K., Houser, N., Brussoni, M., Stevenson, E., … Humbert, M. L. (2023). A nature’s way—Our way pilot project case assemblage: (Re)storying child/physical literacy/land relationships for Indigenous preschool-aged children’s wholistic wellness. Children, 10(3). https://doi.org/10.3390/children10030497
Lanza, K., Alcazar, M., Chen, B., & Kohl, H. W., III. (2023). Connection to nature is associated with social-emotional learning of children. Current Research in Ecological and Social Psychology, 4. https://doi.org/10.1016/j.cresp.2022.100083
Lanza, K., Alcazar, M., Durand, C. P., Salvo, D., Villa, U., & Kohl, H. W., III. (2023). Heat-resilient schoolyards: Relations between temperature, shade, and physical activity of children during recess. Journal of Physical Activity and Health, 20, 8. https://doi.org/10.1123/jpah.2022-0405
Bergan, V., Nylund, M. B., Midtbø, I. L., & Paulsen, B. H. L. (2023). The teacher’s role for engagement in foraging and gardening activities in kindergarten. Environmental Education Research. https://doi.org/10.1080/13504622.2023.2181271
Hoyle, H., & Cottrill, W. (2023). Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives. Urban Forestry & Urban Greening, 79. https://doi.org/10.1016/j.ufug.2023.127847
Mullenbach, L. E., Larson, L. R., Floyd, M. F., Marquet, O., Huang, J., Alberico, C., … Hipp, J. A. (2022). Cultivating social capital in diverse, low-income neighborhoods: The value of parks for parents with young children. Landscape and Urban Planning , 219. http://doi.org/10.1016/j.landurbplan.2021.104313
Zhang, Ru, Zhang, C., Lai, P. C., & Kwan, M. (2022). Park and neighbourhood environmental characteristics associated with park-based physical activity among children in a high-density city. Urban Forestry & Urban Greening . http://dx.doi.org/10.1016/j.ufug.2022.127479
Arvidsen, J., Schmidt, T., Praestholm, S., Andkjaer, S., Olafsson, A. S., Nielsen, J. V., & Schipperijn, J. (2022). Demographic, social, and environmental factors predicting Danish children’s greenspace use. Urban Forestry & Urban Greening , 66. http://dx.doi.org/10.1016/j.ufug.2022.127487