eeRESEARCH

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 and the U.S. Forest Service. Learn more.

Displaying 1705 - 1716 of 2310

Centering Indigenous knowledge and decolonization in environmental education is important, especially through "land education" that recognizes Indigenous relationships with land and challenges settler colonial assumptions

Tuck, Eve, McKenzie, Marcia, & McCoy, Kate. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1-23. 10.1080/13504622.2013.877708

Restorative experiences have a positive effect on the relationship between nature-based recreation and emotional well-being

Korpela, K., Borodulin, K., Neuvonen, M., Paronen, O., & Tyrväinen, L. (2014). Analyzing the mediators between nature-based outdoor recreation and emotional well-being. Journal of Environmental Psychology, 37, 1-7.

Values-focused sustainability training programs may have potential to influence college students' worldviews

Murray, Paul, Goodhew, Julie, & Murray, Sheran. (2014). The heart of ESD: personally engaging learners with sustainability. Environmental Education Research, 20, 718-734.

Improving preservice educators' self-efficacy beliefs through environmental education intervention

Richardson, Greer M., Liang, Ling L., & Wake, Donna G. (2014). Examining the Durability of Environmental Education Self-Efficacy Beliefs in Preservice Teaching. Applied Environmental Education & Communication, 13, 38-47.

Investigating how 7th grade students understand the climate system

Shepardson, Daniel P., Roychoudhury, Anita, Hirsch, Andy, Niyogi, Dev, & Top, Sara M. (2014). When the atmosphere warms it rains and ice melts: seventh grade students’ conceptions of a climate system. Environmental Education Research, 20, 333-353.

A social systems model for understanding group development in Outdoor Adventure Education

Sibthorp, Jim, & Jostad, Jeremy. (2014). The Social System in Outdoor Adventure Education Programs. Journal of Experiential Education, 37, 60-74.

Analyzing the effects of environmental education materials on elementary students

Viteri, Fátima, Clarebout, Geraldine, & Crauwels, Marion. (2014). Children’s recall and motivation for an environmental education video with supporting pedagogical materials. Environmental Education Research, 20, 228-247.

The impact of subjectively more beautiful nature on prosocial tendencies

Zhang, Jia Wei, Piff, Paul K., Iyer, Ravi, Koleva, Spassena, & Keltner, Dacher. (2014). An occasion for unselfing: Beautiful nature leads to prosociality. Journal of Environmental Psychology, 37, 61-72.

Webinars can educate childcare center administrators about integrated pest management

Anderson, Marcia. (2014). Training Childcare Center Administrators About Integrated Pest Management Through Greener Environmental Communication Venues and Collecting Pesticide Use Data in the Process. Applied Environmental Education & Communication, 13, 162-170.

Improving educators' understanding of sustainability in New Zealand

Birdsall, Sally. (2014). Measuring student teachers’ understandings and self-awareness of sustainability. Environmental Education Research, 20, 814-835.

Differences in Conceptual Understanding of Sustainable Development based on Teacher Subject Area and Experience Level

Borg, C., Gericke, N., Höglund, H.-O., & Bergman, E. (2014). Subject- and experience-bound differences in teachers’ conceptual understanding of sustainable development. Environmental Education Research, 20, 526-551.

Evaluating the efficacy of Environmental Studies Programs in Canada

Breunig, Mary, Murtell, Jocelyn, Russell, Constance, & Howard, Ryan. (2014). The impact of integrated environmental studies programs: are students motivated to act pro-environmentally?. Environmental Education Research, 20, 372-386.