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 85 - 96 of 2558
Citizen science educates best when participants engage in the full scientific process, not just data collection
Ballard, Heidi L., Lindell, Amanda, & Jadallah, Christopher C. (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
Children’s pro-environmental behaviour: A systematic review of the literature
Liu, Jianjiao, & Green, Raymond. (2024). Children’s pro-environmental behaviour: A systematic review of the literature. Resources, Conservation and Recycling, 205, 107524. https://doi.org/10.1016/j.resconrec.2024.107524
Climate crisis activism in early childhood: building capacities to boost intergenerational learning
Spiteri, Jane. (2024). Climate crisis activism in early childhood: building capacities to boost intergenerational learning. Children S Geographies, 1-8. 10.1080/14733285.2024.2318379
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
Heads, hearts, and hands: a systematic review of empirical studies about eco/climate anxiety and environmental education
Olsen, Emily K., Lawson, Danielle F., McClain, Lucy R., & Plummer, Julia D. (2024). Heads, hearts, and hands: a systematic review of empirical studies about eco/climate anxiety and environmental education. Environmental Education Research, 1-28. 10.1080/13504622.2024.2315572
The hope wheel: a model to enable hope-based pedagogy in Climate Change Education
Finnegan, William, & d’Abreu, Cathy. (2024). The hope wheel: a model to enable hope-based pedagogy in Climate Change Education. Frontiers in Psychology, 15, 1347392+. 10.3389/fpsyg.2024.1347392
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
The association between green space around schools, screen time for entertainment, and adolescent depressive symptoms: A nationwide study from China
Liu, Y., Li, S., Deng, T., Li, L., Wei, R., Zhang, Y., … Wan, Y. (2024). The association between green space around schools, screen time for entertainment, and adolescent depressive symptoms: A nationwide study from China. Environmental Research, 263. https://doi.org/10.1016/j.envres.2024.120100
The ‘nature’ of vertical school design—an evolving concept
Duffy, A. J. (2024). The ‘nature’ of vertical school design—an evolving concept. Architecture , 4. https://doi.org/10.3390/architecture4030038
Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science
Gray, F., & Downie, A. (2024). Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science. Architecture , 4. https://doi.org/10.3390/architecture4030031
A toolkit of biophilic interventions for existing schools to enhance student and faculty health and performance
Leif, K., & Loftness, V. (2024). A toolkit of biophilic interventions for existing schools to enhance student and faculty health and performance. Architecture, 4. https://doi.org/10.3390/architecture4020024
Ascending to well-being through mediated spaces: An alternative to informal learning and physical activity environments in vertical schools
Salari, E. E., & Westbrook, N. (2024). Ascending to well-being through mediated spaces: An alternative to informal learning and physical activity environments in vertical schools. Architecture, 4. https://doi.org/10.3390/architecture4030032