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 1301 - 1350 of 2107

Curiosity, not risk, may be the motivating factor in children's playful engagement with nature.

Gurholt, K. ., & Sanderud, J. . (2016). Curious play: Children’s exploration of nature. Journal of Adventure Education and Outdoor Learning, 16, 318-329. https://doi.org/http://dx.doi.org/10.1080/14729679.2016.1162183

Study protocol developed for the design and evaluation of a park prescription program

Razani, N. ., Kohn, M. ., Wells, N. M., Thompson, D. ., Flores, H. ., & Rutherford, G. . (2016). Design and evaluation of a park prescription program for stress reduction and health promotion in low-income families: The Stay Healthy in Nature Everyday (SHINE) study protocol. Contemporary Clinical Trials, 51, 8-14. https://doi.org/http://dx.doi.org/10.1016/j.cct.2016.09.007

Culturally Responsive Teaching for Science Education

Brown, J. C., & Crippen, K. J. (2016). Designing for culturally responsive science education through professional development. International Journal of Science Education, 38, 470-492.

Using Behavior Change Theories to Promote Recycling

Gainforth, H. L., Sheals, K. ., Atkins, L. ., Jackson, R. ., & Michie, S. . (2016). Developing interventions to change recycling behaviors: A case study of applying behavioral science. Applied Environmental Education & Communication, 15, 325-339.

Informal, direct exposure to nature fosters the development of biological knowledge in children

Longbottom, S. ., & Slaughter, V. . (2016). Direct experience with nature and the development of biological knowledge. Early Education and Development. https://doi.org/http://dx.doi.org/10.1080/10409289.2016.1169822

After viewing a nature-focused film, students associated “self” with “natural” vs. “built” environments

Janpol, H. L., & Dilts, R. . (2016). Does viewing documentary films affect environmental perceptions and behaviors?. Applied Environmental Education & Communication, 15, 90-98. https://doi.org/http://dx.doi.org/10.1080/1533015X.2016.1142197

The Ecosystem Approach to Health can lead to improvements in human health and well-being while also fostering ecosystem health and environmental sustainability

Bunch, M. . (2016). Ecosystem approaches to health and well-being: Navigating complexity, promoting health in social–ecological systems. Systems Research and Behavioral Science, 33, 614–632. https://doi.org/http://dx.doi.org/10.1002/sres.2429

A Resilience Framework for Education

Dubois, B. ., & Krasny, M. E. (2016). Educating with resilience in mind: Addressing climate change in post-Sandy New York City. The Journal of Environmental Education, 47, 255-270.

Children with less exploitative attitudes towards the environment learn more about specific ways to protect the environment.

Liefländer, A. K., & Bogner, F. X. (2016). Educational impact on the relationship of environmental knowledge and attitudes. Environmental Education Research. https://doi.org/http://dx.doi.org/10.1080/13504622.2016.1188265

Vicarious Environmental Experiences Influence Attitudes and Pursuit of Experiential Benefits

Kil, N. . (2016). Effects of vicarious experiences of nature, environmental attitudes, and outdoor recreation benefits on support for increased funding allocations. The Journal of Environmental Education, 47, 222-236.

Children engage in a variety of risk-taking behaviors at a Forest Kindergarten.

Coe, H. A. (2016). Embracing risk in the Canadian woodlands: Four children’s risky play and risk-taking experiences in a Canadian Forest Kindergarten. Journal of Early Childhood Research. https://doi.org/http://dx.doi.org/10.1177/1476718X15614042

How Water Conservation Education Reduced Residential Water Usage

Thompson, R. ., & Serna, V. F. (2016). Empirical evidence in support of a research-informed water conservation education program. Applied Environmental Education & Communication, 15, 30-44.

Creating “play friendly places” can be an effective way to counteract some of the deterrents to active outdoor play

Donovan, J. . (2016). Enabling play friendly places. Environment Design Guide, 87.

Examples of activities to foster collaboration for a sustainable future

McGreavy, B. ., Druschke, C. G., Sprain, L. ., Thompson, J. L., & Lindenfeld, L. A. (2016). Environmental communication pedagogy for sustainability: Developing core capacities to engage with complex problems. Applied Environmental Education & Communication, 15, 261-274.

Increased residential greenspace is associated with decreased aggressive behaviors

Younan, D. ., Tuvblad, C. ., Li, L. ., Wu, J. ., Lurmann, F. ., Franklin, M. ., … Baker, L. . (2016). Environmental determinants of aggression in adolescents: Role of urban neighborhood greenspace. Journal of the American Academy of Child & Adolescent Psychiatry, 55, 591-601. https://doi.org/http://dx.doi.org/10.1016/j.jaac.2016.05.002

Teachers Took More Frequent Field Trips When Green Spaces Were Close By

Wolsink, M. . (2016). Environmental education excursions and proximity to urban green space – densification in a ‘compact city’. Environmental Education Research, 22, 1049-1071.

Developing Long-Term Environmental Identity

Williams, C. ., & Chawla, L. . (2016). Environmental identity formation in nonformal environmental education programs. Environmental Education Research, 22, 978-1001. https://doi.org/http://dx.doi.org/10.1080/13504622.2015.1055553

Self-Determined Motivations Increase the Likelihood of Pro-Environmental Behavior

Cooke, A. N., Fielding, K. S., & Louis, W. R. (2016). Environmentally active people: the role of autonomy, relatedness, competence and self-determined motivation. Environmental Education Research, 22, 631-657.

Hope, Responsibility, and Action: How do young people view environmental issues?

Wilks, L. ., & Harris, N. . (2016). Examining the conflict and interconnectedness of young people’s ideas about environmental issues, responsibility and action. Environmental Education Research, 22, 683-696. https://doi.org/http://dx.doi.org/10.1080/13504622.2015.1054261

Children find ways to rebuild relationships with natural places from which they are excluded

Irvine, R. ., Lee, E. ., Strubel, M. ., & Bodenhorn, B. . (2016). Exclusion and reappropriation: Experiences of contemporary enclosure among children in three East Anglian schools. Environment and Planning D: Society and Space, 34, 935-953. https://doi.org/http://dx.doi.org/10.1177/0263775816641945

Children's concepts about nature are influenced by where they live.

Collado, S. ., Íñiguez-Rueda, L. ., & Corraliza, J. A. (2016). Experiencing nature and children’s conceptualizations of the natural world. Children’s Geographies, 14. https://doi.org/http://dx.doi.org/10.1080/14733285.2016.1190812

Experts focus on practical value of, laypersons on enjoyment and emotional connection to, urban green space

Riechers, M. ., Noack, E. ., & Tscharntke, T. . (2016). Experts’ versus laypersons’ perception of urban cultural ecosystem services. Urban Ecosystems, 1-13. https://doi.org/http://dx.doi.org/10.1007/s11252-016-0616-3

Young children know more about small animals than about trees in their neighborhoods

Mohneke, M. ., Erguvan, F. ., & Schlüter, K. . (2016). Explorative study about knowledge of species in the field of early years education. Journal of Emergent Science, 11, 11-22.

Locational, seasonal, and family norms shape children's outdoor play practices

Ergler, C. ., Kearns, R. ., & Witten, K. . (2016). Exploring children’s seasonal play to promote active lifestyles in Auckland, New Zealand. Health & Place, 41, 67-77. https://doi.org/http://dx.doi.org/10.1016/j.healthplace.2016.07.001

Multiple factors contribute to the benefits and highlight the unique characteristics of gardening with children

Chang, Y.-Y. ., Su, W.-C. ., Tang, I.-C. ., & Chang, C.-Y. . (2016). Exploring the benefits of school gardening for children in Taiwan and identifying the factors influencing these benefits. HortTechnology, 26, 783-792. https://doi.org/http://dx.doi.org/10.21273/HORTTECH03074-16

Exploring a Critical Pedagogy of Place in Urban Science Education

Dimick, A. S. (2016). Exploring the Potential and Complexity of a Critical Pedagogy of Place in Urban Science Education. Science Education, 100, 814-836.

Research summary highlights the importance of reconnecting people with nature

Soga, M. ., & Gaston, K. . (2016). Extinction of experience: The loss of human–nature interactions. Frontiers in Ecology and the Environment, 14, 94–101.

Teacher Experiences with Global Sustainability

Sund, L. . (2016). Facing global sustainability issues: teachers’ experiences of their own practices in environmental and sustainability education. Environmental Education Research, 22, 788-805.

Compassion towards other humans positively correlates with pro-environmental tendencies and increases pro-environmental intentions

Pfattheicher, S. ., Sassenrath, C. ., & Schindler, S. . (2016). Feelings for the suffering of others and the environment: Compassion fosters proenvironmental tendencies. Environment and Behavior, 48, 929-945.

Forest gardens have the potential to connect children emotionally and cognitively to other organisms

Askerlund, P. ., & Almers, E. . (2016). Forest gardens – New opportunities for urban children to understand and develop relationships with other organisms. Urban Forestry & Urban Greening. https://doi.org/http://dx.doi.org/doi:10.1016/j.ufug.2016.08.007

Using Portraiture in the Classroom to Stimulate Kinship with Animals

Kalof, L. ., Zammit-Lucia, J. ., Bell, J. ., & Granter, G. . (2016). Fostering kinship with animals: animal portraiture in humane education. Environmental Education Research, 22, 203-228.

Environmental education promotes the inclusion of children with special needs and addresses their biophilic needs

Stavrianos, A. . (2016). Green inclusion: Biophilia as a necessity. British Journal of Special Education, 43, 416-429. https://doi.org/http://dx.doi.org/10.1111/1467-8578.12155

The arts and community involvement were used to demonstrate a culturally relevant approach to environmental education.

Silo, N. ., & Khudu-Petersen, K. . (2016). Hearing ancestral voices through creative art –A tool for environmental education for sustainability. International Journal of Education & The Arts, 17, 1-21. https://doi.org/http://www.ijea.org/v17n9/

Having a work relationship with agricultural natural areas lowers children's experience of restoration during their free time in those areas.

Collado, S. ., Staats, H. ., & Sorrel, M. A. (2016). Helping out on the land: Effects of children’s role in agriculture in reported psychological restoration. Journal of Environmental Psychology, 45, 201-209. https://doi.org/http://dx.doi.org/10.1016/j.jenvp.2016.01.005

Engaging children and youth in open space planning produces meaningful outcomes

Derr, V. ., Ruppi, H. ., & Wagner, D. . (2016). Honoring voices, inspiring futures: Young people’s engagement in open space planning. Children, Youth and Environments, 26, 128-144. https://doi.org/http://dx.doi.org/10.7721/chilyoutenvi.26.2.0128

Adolescents with less experience with riverscapes express more dislike for natural river conditions.

Eder, R. ., & Arnberger, A. . (2016). How heterogeneous are adolescents’ preferences for natural and semi-natural riverscapes as recreational settings?. Landscape Research, 41, 555-568. https://doi.org/http://dx.doi.org/10.1080/01426397.2015.1117063

High school greenness can help students recover from stress

Akpinar, A. . (2016). How is high school greenness related to students’ restoration and health?. Urban Forestry & Urban Greening, 16, 1-8. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2016.01.007

The possibility that matter can act as an agent in the human/environment interaction may be helpful to researchers and practitioners in understanding and enhancing children's nature play activities

Änggård, E. . (2016). How matter comes to matter in children’s nature play: Posthumanist approaches and children’s geographies. Children’s Geographies, 14, 77-90. https://doi.org/http://dx.doi.org/10.1080/14733285.2015.1004523

Free and spontaneous play is more effective than planned activities in promoting children's interaction with nature

Skar, M. ., Gundersen, V. ., & O’Brien, L. . (2016). How to engage children with nature: Why not just let them play?. Children’s Geographies, 14, 527-540. https://doi.org/http://dx.doi.org/10.1080/14733285.2015.1136734

Educating Water Planners About Climate Change Adaptation

George, D. A., Tan, P.-L. ., & Clewett, J. F. (2016). Identifying needs and enhancing learning about climate change adaptation for water professionals at the post-graduate level. Environmental Education Research, 22, 62-88.

Window views to green landscapes help high schoolers recover from attention fatigue and stress.

Li, D. ., & Sullivan, W. . (2016). Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape and Urban Planning, 148, 149-158. https://doi.org/http://dx.doi.org/10.1016/j.landurbplan.2015.12.015

Children are disproportionately impacted by natural disasters

Kousky, C. . (2016). Impacts of natural disasters on chilldren. The Future of Children, 26, 73-92.

Improved Conservation Knowledge after a Park Visit

Burnett, E. ., Sills, E. ., Peterson, N. ., & DePerno, C. . (2016). Impacts of the conservation education program in Serra Malagueta Natural Park, Cape Verde. Environmental Education Research, 22, 538-550.

Classroom Audiovisual Aids Can Help Children Learn About Pollution

Carducci, A. ., Casini, B. ., Donzelli, G. ., Verani, M. ., Bruni, B. ., Ceretti, E. ., … Group, M. . (2016). Improving awareness of health hazards associated with air pollution in primary school children: Design and test of didactic tools. Applied Environmental Education & Communication, 15, 247-260.

National survey update shows an increase in udeskole (outdoor learning) in Denmark schools

Barford, K. ., Ejbye-Ernst, N. ., Mygind, L. ., & Bentsen, P. . (2016). Increased provision of udeskole in Danish schools: An updated national population survey. Urban Forestry & Urban Greening, 20, 277-281. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2016.09.012

Most studies show that children eat more fruits and vegetables after participating in a garden-based program

Savoie-Roskos, M. ., Wengreen, H. ., & Durward, C. . (2016). Increasing fruit and vegetable intake among children and youth through gardening-based interventions: A systematic review. Journal of the Academy of Nutrition and Dietetics. https://doi.org/http://dx.doi.org/10.1016/j.jand.2016.10.014

Improving Teacher Candidates' Confidence in Using Classroom Technology

Willis, J. ., Weiser, B. ., & Smith, D. . (2016). Increasing teacher confidence in teaching and technology use through vicarious experiences within an environmental education context. Applied Environmental Education & Communication, 15, 199-213.

Socio-demographic factors influence adolescents' perceptions of spirituality, including the “connectedness to nature” domain

Michaelson, V. ., Freeman, J. ., King, N. ., Ascough, H. ., Davison, C. ., Trothen, T. ., … Pickett, W. . (2016). Inequalities in the spiritual health of young Canadians: A national, cross-sectional study. BMC Public Health, 16. https://doi.org/http://dx.doi.org/10.1186/s12889-016-3834-y

Exposure to an environment rich in microorganisms can protect against asthma

Stein, M. ., Hrusch, C. ., Gozdz, J. ., Igartua, C. ., Pivniouk, V. ., Murray, S. ., … Thorne, P. . (2016). Innate immunity and asthma risk in Amish and Hutterite farm children. New England Journal of Medicine, 375, 411-421. https://doi.org/http://dx.doi.org/10.1056/NEJMoa1508749

A Framework for Guiding Primary School Students through Inquiry-Based Science

van Uum, M. S. J., Verhoeff, R. P., & Peeters, M. . (2016). Inquiry-based science education: towards a pedagogical framework for primary school teachers. International Journal of Science Education, 38, 450-469.