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 745 - 756 of 1852
Sampaio, M.B., La Fuente, De, Albuquerque, U.P., Souto, da Silva, & Schiel, N. (2018). Contact with urban forests greatly enhances children’s knowledge of faunal diversity. Urban Forestry & Urban Greening, 30, 6. http://dx.doi.org/10.1016/j.ufug.2018.01.006
MacDonald, K., & Breunig, M. (2018). Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy. Journal of Outdoor and Environmental Education. http://dx.doi.org/10.1007/s42322-018-0011-z
Lee, M.J., Oh, W., Jang, J.S., & Lee, J.Y. (2018). A pilot study: Horticulture-related activities significantly reduce stress and salivary cortisol concentration of maladjusted elementary school children. Complementary Therapies in Medicine, 37, 6. http://dx.doi.org/10.1016/j.ctim.2018.01.004
Leather, M. (2018). A critique of "Forest School" or something lost in translation. Journal of Outdoor and Environmental Education, 21(5), 14. http://dx.doi.org/10.1007/s42322-017-0006-1
Kondo, M.C., Fluehr, J.M., McKeon, T., & Branas, C.C. (2018). Urban green space and its impact on human health. International Journal of Environmental Research and Public Health, 15(3). http://dx.doi.org/10.3390/ijerph15030445
Lloyd, A., Truong, S., & Gray, T. (2018). Place-based outdoor learning: More than a drag and drop approach. Journal of Outdoor and Environmental Education, 21, 16. http://dx.doi.org/10.1007/s42322-017-0002-5
Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences
Almers, E., Askerlund, P., & Kjellstrom, S. (2018). Why forest gardening for children? Swedish forest garden educators’ ideas, purposes, and experiences. The Journal of Environmental Education, 49(3), 18. http://dx.doi.org/10.1080/00958964.2017.1373619
Williams, D.R., Brule, H., Kelley, S.S., & Skinner, E.A. (2018). Science in the Learning Gardens (SciLG): A study of students’ motivation, achievement, and science identity in low-income middle schools. International Journal of STEM Education, 5(8). http://dx.doi.org/10.1186/s40594-018-0104-9
Christodoulou, A., & Korfiatis, K. (2018). Children’s interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus. Applied Environmental Education & Communication. http://dx.doi.org/10.1080/1533015X.2017.1419104
Camasso, M.J., & Jagannathan, R. (2018). Nurture thru nature: Creating natural science identities in populations of disadvantaged children through community education partnership. Journal of Environmental Education, 49(1), 13. http://dx.doi.org/10.1080/00958964.2017.1357524
Alcock, S., & Ritchie, J. (2018). Early childhood education in the outdoors in Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21, 12. http://dx.doi.org/10.1007/s42322-017-0009-y
Larson, L.R., Barger, B., Ogletree, S., Torquati, J., Rosenberg, S., Gaither, C.J., … Schutte, A. (2018). Gray space and green space proximity associated with higher anxiety in youth with autism. Health & Place, 53, 9. http://dx.doi.org/10.1016/j.healthplace.2018.07.006