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 193 - 204 of 1542
Bikomeye, J. C., Balza, J., & Beyer, K. M. (2021). The impact of schoolyard greening on children’s physical activity and socioemotional health: A systematic review of experimental studies. International Journal of Environmental Research and Public Health, 18(535), 20. http://dx.doi.org/10.3390/ijerph18020535
Aminpour, F. (2021). The physical characteristics of children’s preferred natural settings in primary school grounds. Urban Forestry &Amp; Urban Greening. http://dx.doi.org/10.1016/j.ufug.2021.127163
Sprague, N. L., & Ekenga, C. C. (2021). The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study. Journal of Public Health, 8. http://dx.doi.org/10.1093/pubmed/fdaa243
Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M., & Carrus, G. (2021). The effects of contact with nature during outdoor environmental education on students’ wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12. http://dx.doi.org/10.3389/fpsyg.2021.648458
Miller, N. C., Kumar, S., Pearce, K. L., & Baldock, K. L. (2021). The outcomes of nature-based learning for primary school aged children: A systematic review of quantitative research. Environmental Education Research, 27(8), 26. http://dx.doi.org/10.1080/13504622.2021.1921117
Norwood, M. F., Lakhani, A., & Kendall, E. (2021). Teaching traditional indoor school lessons in nature: The effects on student learning and behaviour. Landscape and Urban Planning, 206, 10. https://doi.org/10.1016/j.landurbplan.2020.103963
Rıan, S. W., & Coll, K. M. (2021). Increased exposure to nature reduces elementary students’ anxiety. Ecopsychology. http://dx.doi.org/10.1089/eco.2020.0070
Elliott, H. (2021). Whether the weather be cold, or whether the weather be hot ... children’s play preferences outdoors across a year in one private pre-school setting. International Journal of Play, 10(1), 18. http://dx.doi.org/10.1080/21594937.2021.1878771
Talal, M. L., & Santelmann, M. V. (2021). Visitor access, use, and desired improvements in urban parks. Urban Forestry & Urban Greening. http://dx.doi.org/10.1016/j.ufug.2021.127216
Walker, E., Bormpoudakis, D., & Tzanopoulos, J. (2021). Assessing challenges and opportunities for schools’ access to nature in England. Urban Forestry & Urban Greening. http://dx.doi.org/10.1016/j.ufug.2021.127097
Rigolon, A., Browning, M. H. E. M., McAnirlin, O., & Yoon, H. (2021). Green space and health equity: A systematic review on the potential of green space to reduce health disparities. Journal of Environmental and Public Health, 18, 27. http://dx.doi.org/10.3390/ijerph18052563
Wu, W., Yun, Y., Zhai, J., Sun, Y., Zhang, G., & Wang, H. (2021). Residential self-selection in the greenness-wellbeing connection: A family composition perspective. Urban Forestry & Urban Greening, 59. http://dx.doi.org/10.1016/j.ufug.2021.127000