eeRESEARCH

Welcome to our collaborative research library!

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 1251 - 1300 of 2107

Greenness measured at larger distances (up to 2000 meters) was a better predictor of physical health than greenness within smaller buffers

Browning, M. H. E. M., & Lee, K. . (2017). Within what distance does "greenness" best predict physical health? A systematic review of articles with GIS Buffer Analyses across the lifespan. International Journal of Environmental Research and Public Health, 14. https://doi.org/http://dx.doi.org/10.3390/ijerph14070675

Children's perceptions of nature and the impacts of interventions

Madden, L. ., & Liang, J. . (2017). Young children’s ideas about environment: Perspectives from three early childhood educational settings. Environmental Education Research, 23, 1055-1071. https://doi.org/http://dx.doi.org/10.1080/13504622.2016.1236185

Play settings with a combination of natural and manufactured elements support cognitive play and are highly preferred by young children

Zamani, Z. . (2017). Young children’s preferences: What stimulates children’s cognitive play in outdoor preschools?. Journal of Early Childhood Research, 15, 256-274. https://doi.org/http://dx.doi.org/10.1177/1476718X15616831

Diagrams and Images in Teaching Are Not Always Helpful

Åberg-Bengtsson, L. ., Beach, D. ., & Ljung-Djärf, A. . (2017). Young primary students making sense of text and illustrations about how refuse can become soil. Environmental Education Research, 23, 1150-1168.

Understanding Children's Visions of Nature and their Role in Protecting It

Rios, C. ., & Menezes, I. . (2017). ‘I saw a magical garden with flowers that people could not damage!’: children’s visions of nature and of learning about nature in and out of school. Environmental Education Research, 23, 1402-1413.

Using Social Media to Learn Argumentation with Scientists

Walsh, E. M., & McGowan, V. C. (2017). ‘Let your data tell a story:’ climate change experts and students navigating disciplinary argumentation in the classroom. International Journal of Science Education, 39, 20-43.

An 8th Grade Environmental Education Program Has Little Effect on Self-Efficacy

Cincera, J. ., & Simonova, P. . (2017). “I am not a big man”: Evaluation of the issue investigation program. Applied Environmental Education & Communication, 16, 84-92.

Garden-based intervention program promotes positive learning and behavioral outcomes for students disengaged from school

Truong, S. ., Gray, T. ., & Ward, K. . (2016). "Sowing and growing" life skills through garden-based learning to reengage disengaged youth. LEARNing Landscapes, 10, 361-385.

School-garden program promotes positive attitudes toward the environment

Fisher-Maltese, C. . (2016). "We won’t hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden. International Journal of Early Childhood Environmental Education, 4, 54-69.

Early parenting practices and mothers' physical activity level and screen time use predict level of of outdoor play and screen-time in 2- to 5-year-olds

Xu, H. ., Wen, L. ., Hardy, L. ., & Rissel, C. . (2016). A 5-year longitudinal analysis of modifiable predictors for outdoor play and screen-time of 2- to 5-year-olds. International Journal of Behavioral Nutrition and Physical Activity, 13. https://doi.org/http://dx.doi.org/10.1186/s12966-016-0422-6

A proposed study aims to measure the effectiveness of “connectedness to nature” as a factor in promoting physical activity and healthy eating in young children.

Sobko, T. ., Tse, M. ., & Kaplan, M. . (2016). A randomized controlled trial for families with preschool children - Promoting healthy eating and active playtime by connecting to nature. BMC Public Health, 16. https://doi.org/http://dx.doi.org/10.1186/s12889-016-3111-0

Social Psychology's Influence on Environmental Concern and Behavior

Newman, T. P., & Fernandes, R. . (2016). A re-assessment of factors associated with environmental concern and behavior using the 2010 General Social Survey. Environmental Education Research, 22, 153-175.

Students in an outdoor class show improved social relations both at the time of participation and over a longer period of time

Hartmeyer, R. ., & Mygind, E. . (2016). A retrospective study of social relations in a Danish primary school class taught in ‘udeskole’. Journal of Adventure Education and Outdoor Learning, 16, 78-89. https://doi.org/http://dx.doi.org/10.1080/14729679.2015.1086659

Using a theoretical framework to promote lasting change in sustainability education within higher education institutions

Holdsworth, S. ., & Thomas, I. . (2016). A sustainability education academic development framework (SEAD). Environmental Education Research, 22, 1073-1097.

School gardens benefit students and adults in various ways, yet more robust evidence is needed to promote school gardening programs as public health interventions

Ohly, H. ., Gentry, S. ., Wigglesworth, R. ., Bethel, A. ., Lovell, R. ., & Garside, R. . (2016). A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence. BMC Public Health. https://doi.org/http://dx.doi.org/10.1186/s12889-016-2941-0

The YLEC theory of engagement reflects the existing knowledge on youth engagement

Hickman, G. ., Riemer, M. ., & Collaborative, Y. . (2016). A theory of engagement for fostering collective action in Youth Leading Environmental Change. Ecopsychology, 8, 167-173. https://doi.org/https://doi.org/10.1089/eco.2016.0024

Researchers suggest recognizing natural areas as a social indicator of intra-urban health inequalities among children

Kabisch, N. ., Haase, D. ., & van den Bosch, M. . (2016). Adding natural areas to social indicators of intra-urban health inequalities among children: A case study from Berlin, Germany. International Journal of Environmental Research and Public Health, 13. https://doi.org/http://dx.doi.org/10.3390/ijerph13080783

Wilderness therapy may be an especially good fit for adolescents with mood and anxiety disorders

Combs, K. ., Hoag, M. ., Javorski, S. ., & Roberts, S. . (2016). Adolescent self-assessment of an outdoor behavioral health program: Longitudinal outcomes and trajectories of change. Journal of Child and Family Studies, 25, 3322-3330. https://doi.org/http://dx.doi.org/10.1007/s10826-016-0497-3

More equitable access to urban green space may help alleviate health gaps between socio-economic groups

, Larson, L. ., & Yun, J. . (2016). Advancing sustainability through urban green space: Cultural ecosystem services, equity, and social determinants of health. International Journal of Environmental Research and Public Health, 13. https://doi.org/http://dx.doi.org/10.3390/ijerph13020196

Ditches have the potential to become an important design element in outdoor playspaces for young children

Lerstrup, I. ., & Moller, M. . (2016). Affordances of ditches for preschool children. Children, Youth and Environments, 26, 43-60. https://doi.org/http://dx.doi.org/ 10.7721/chilyoutenvi.26.2.0043

Although requiring clarification, the concept of "affordances" is important in planning outdoor playspaces

Lerstrup, I. ., & van den Bosch, C. . (2016). Affordances of outdoor settings for children in preschool: Revisiting Heft’s functional taxonomy. Landscape Research, 42, 47-62. https://doi.org/http://dx.doi.org/10.1080/01426397.2016.1252039

Community Youth Group Partnerships Meet Multiple Goals

Monroe, M. C., Ballard, H. L., Oxarart, A. ., Sturtevant, V. E., Jakes, P. J., & Evans, E. R. (2016). Agencies, educators, communities and wildfire: partnerships to enhance environmental education for youth. Environmental Education Research, 22, 1098-1114.

Community-school partnerships help students gain environmental knowledge, action competence, community skills, and efficacy, while helping partner agencies meet their goals

Monroe, M. C., Ballard, H. ., Oxarart, A. ., Sturtevant, V. ., Jakes, P. ., & Evans, E. . (2016). Agencies, educators, communities and wildfire: Partnerships to enhance environmental education for youth,. Environmental Education Research, 22, 1098-1114. https://doi.org/http://dx.doi.org/10.1080/13504622.2015.1057555

Training Interpreters to Increase Visitor Knowledge During Cave Tours

North, L. ., & van Beynen, P. . (2016). All in the training: Techniques for enhancing karst landscape education through show cave interpretation. Applied Environmental Education & Communication, 15, 279-290.

Case study proposed as a guide for developing green child-friendly spaces in developing countries

Cilliers, E. ., & Cornelius, S. . (2016). An approach towards the planning of green child-friendly spaces in South Africa. Community Development Journal, 1-18. https://doi.org/http://dx.doi.org/doi:10.1093/cdj/bsw040

Childhood nature exposure is related to adult mental well-being to the extent that it promotes adult nature exposure

Pensini, P. ., Horn, E. ., & Caltabiano, N. . (2016). An exploration of the relationships between adults’ childhood and current nature exposure and their mental well-being. Children, Youth and Environments, 26, 125-147. https://doi.org/http://dx.doi.org/10.7721/chilyoutenvi.26.1.0125

Children want to protect species important in nature and those whose numbers are declining.

Frew, K. ., Peterson, M. N., & Stevenson, K. T. (2016). Are we working to save the species our children want to protect? Evaluating species attribute preferences among children. Oryx, 1-9. https://doi.org/http://dx.doi.org/10.1017/S0030605315001477

Impact of Locally Focused, Student and Teacher Driven Environmental Education

Bergman, B. G. (2016). Assessing impacts of locally designed environmental education projects on students’ environmental attitudes, awareness, and intention to act. Environmental Education Research, 22, 480-503.

Children without access to neighborhood green space score lower on mental health survey

Zach, A. ., Meyer, N. ., Hendrowarsito, L. ., Kolb, S. ., Bolte, G. ., Nennstiel-Ratzel, U. ., … Herr, C. . (2016). Association of sociodemographic and environmental factors with the mental health status among preschool children – Results from a cross-sectional study in Bavaria, Germany. International Journal of Hygiene and Environmental Health, 219, 458-467. https://doi.org/http://dx.doi.org/10.1016/j.ijheh.2016.04.012

Children found to be more physically active when parks and other types of recreation areas are available

Žaltauske, V. ., & Petrauskiene, A. . (2016). Associations between built environment and physical activity of 7–8-year-old children. Cross-sectional results from the Lithuanian COSI study. Medicina, 52, 366-371. https://doi.org/http://dx.doi.org/10.1016/j.medici.2016.11.002

While higher levels of surrounding greenness may increase a child's risk of asthma, living close to a city park doesn't seem to increase the risk

Andrusaityt, S. ., Gražulevičiene, R. ., Kudzyte, J. ., Bernotiene, A. ., Dedele, A. ., & Nieuwenhuijsen, M. . (2016). Associations between neighbourhood greenness and asthma in preschool children in Kaunas, Lithuania: A case–control study. BMJ Open, 6. https://doi.org/http://dx.doi.org/10.1136/bmjopen-2015-010341

Shifting Identities Toward Sustainability in Adult Environmental Education

Martin, A. R., & Chen, J. C. (2016). Barriers to sustainability in mature-age adult learners: working toward identity change. Environmental Education Research, 22, 849-867.

Physical activity in schools will be enhanced when children have more opportunities for engaging with nature-related features

Sharma-Brymer, V. ., & Bland, D. . (2016). Bringing nature to schools to promote children’s physical activity. Sports Medicine, 46, 955-962. https://doi.org/http://dx.doi.org/10.1007/s40279-016-0487-z

Young Children's Embodied Encounters with Nature

Jørgensen, K.-A. . (2016). Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research, 22, 1139-1157. https://doi.org/http://dx.doi.org/10.1080/13504622.2015.1068277

Teaching Climate Change Alongside the Carbon Cycle to Improve Learning

Monroe, M. C., Hall, S. ., & Li, C. J. (2016). Can climate change enhance biology lessons? A quasi-experiment. Applied Environmental Education & Communication, 15, 125-137.

Researchers call for further investigations into the potential of neighborhood green space for lessening socio-economic related mental health inequalities

Sugiyama, T. ., Villanuvea, K. ., Knuiman, M. ., Francis, J. ., Foster, S. ., Wood, L. ., & Giles-Corti, B. . (2016). Can neighborhood green space mitigate health inequalities? A study of socio-economic status and mental health. Health & Place, 38, 16-21. https://doi.org/http://dx.doi.org/10.1016/j.healthplace.2016.01.002

Using Playscapes to Connect Young Children to Nature

Wight, R. ., Kloos, H. ., Maltbiec, C. ., & Carr, V. W. (2016). Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study. Environmental Education Research, 22. https://doi.org/http://dx.doi.org/10.1080/13504622.2015.1015495

Spirituality is related to perceived health, but the connectedness to nature aspect of spirituality declines markedly as children age

Michaelson, V. ., Trothen, T. ., Ascough, H. ., & Pickett, W. . (2016). Canadian children and spiritual health: Foundations for spiritual care. Journal of Pastoral Care and Counseling, 70, 244-256.

Become a Coyote Ninja Using Experiential Education

Sponarski, C. C., Vaske, J. J., Bath, A. J., & Loeffler, T. A. (2016). Changing attitudes and emotions toward coyotes with experiential education. The Journal of Environmental Education, 47, 296-306.

Loose parts and shielded places are highly-desired features of forest sites for preschool children

Lerstrup, I. ., & Refshauge, A. . (2016). Characteristics of forest sites used by a Danish forest preschool. Urban Forestry & Urban Greening, 20, 387-396. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2016.09.010

Educational experiences of indigenous children promote biophilia and environmental awareness

Profice, C. ., Santos, G. ., & Anjos, N. dos. (2016). Children and nature in Tukum Village: Indigenious education and biophilia. Journal of Child and Adolescent Behavior, 4. https://doi.org/http://dx.doi.org/10.4172/2375-4494.1000320

Nearby nature, even when easily accessed, is not an integrated part of Norwegian children's daily life

Gundersen, V. ., Skar, M. ., O’Brien, L. ., Wold, L. ., & Follo, G. . (2016). Children and nearby nature: A nationwide parental survey from Norway. Urban Forestry & Urban Greening, 17, 116-125. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2016.04.002

Childhood engagement with natural materials promotes understanding of biodiversity

Beery, T. H., & Jørgensen, K. . (2016). Children in nature: Sensory engagement and the experience of biodiversity. Environmental Education Research. https://doi.org/http://dx.doi.org/10.1080/13504622.2016.1250149

iPads in Environmental Education

Kacoroski, J. ., Liddicoat, K. R., & Kerlin, S. . (2016). Children’s use of iPads in outdoor environmental education programs. Applied Environmental Education & Communication, 15, 301-311. https://doi.org/http://dx.doi.org/10.1080/1533015X.2016.1237903

Children from around the world hold similar views about what constitutes a Child Friendly City

Gokmen, H. ., & Tasci, B. . (2016). Children’s views about Child Friendly City: A case study from Izmir. Megaron, 11. https://doi.org/http://dx.doi.org/10.5505/MEGARON.2016.20981

Community gardening activities promote relational methods of learning, community development, environmental activism, and cultural integration.

Datta, R. . (2016). Community garden: A bridging program between formal and informal learning. Cogent Education, 3. https://doi.org/http://dx.doi.org/10.1080/2331186X.2016.1177154

The Danish udeskole is more integrated in the national educational system than are Forest Schools in England

Waite, S. ., Bølling, M. ., & Bensten, P. . (2016). Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. Environmental Education Research, 22, 868-892. https://doi.org/http://dx.doi.org/10.1080/13504622.2015.1075193

Recommendations offered for further research on children's experience of nature-related restoration

Collado, S. ., & Staats, H. . (2016). Contact with nature and children’s restorative experiences: An eye to the future. Frontiers in Psychology, 7. https://doi.org/http://dx.doi.org/10.3389/fpsyg.2016.01885

Study finds a significant correlation between higher contact with nature in childhood and lower adult depression.

Snell, T. ., Lam, J. ., Lau, W. ., Lee, I. ., Maloney, E. ., Mulholland, N. ., … Wynne, L. . (2016). Contact with nature in childhood and adult depression. Children, Youth and Environments, 26, 111-124. https://doi.org/http://dx.doi.org/10.7721/chilyoutenvi.26.1.0111

Science Centers Support Adult Science Learning across International Contexts

Falk, J. H., Dierking, L. D., Swanger, L. P., Staus, N. ., Back, M. ., Barriault, C. ., … Verheyden, P. . (2016). Correlating Science Center Use With Adult Science Literacy: An International, Cross-Institutional Study. Science Education, 100, 849-876.