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 1451 - 1500 of 2107

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Nature preschools in Norway spend a large amount of time in nature and allow the children a significant amount of freedom and trust

Lysklett, O. ., & Berger, H. . (2016). What are the characteristics of nature preschools in Norway, and how do they organize their daily activities?. Journal of Adventure Education and Outdoor Learning. https://doi.org/http://dx.doi.org/10.1080/14729679.2016.1218782

Families find hiking in nature cultivates family cohesion

Baklien, B. ., Ytterhus, B. ., & Bongaardt, R. . (2016). When everyday life becomes a storm on the horizon: Families’ experiences of good mental health while hiking in nature. Anthropology & Medicine, 23, 42-53. https://doi.org/http://dx.doi.org/10.1080/13648470.2015.1056056

Pediatric primary care providers issue nature prescriptions regardless of their own personal connections with nature

Coffey, J. ., & Gauderer, L. . (2016). When pediatric primary care providers prescribe nature engagement at a state park, do children “fill” the prescription?. Ecopsychology, 8, 207-214. https://doi.org/http://dx.doi.org/10.1089/eco.2016.0019

Parents identified social factors related to time pressures as a greater barrier for children's engagement with nearby nature than accessibility and attributes in the physical landscape.

Skar, M. ., Wold, L. ., Gundersen, V. ., & O’Brien, L. . (2016). Why do children not play in nearby nature? Results from a Norwegian survey. Journal of Adventure Education and Outdoor Learning. https://doi.org/http://dx.doi.org/10.1080/14729679.2016.1140587

Certain features of nature imagery can promote creativity in individuals

van Rompay, T. ., & Jol, T. . (2016). Wild and free: Unpredictability and spaciousness as predictors of creative performance. Journal of Environmental Psychology, 48, 140-148. https://doi.org/http://dx.doi.org/10.1016/j.jenvp.2016.10.001

Wilderness adventure therapy may be especially well suited for youth with more serious psychological symptoms.

Bowen, D. J., Neill, J. T., & Crisp, S. J. (2016). Wilderness Adventure Therapy effects on the mental health of youth participants: Evaluation and program planning. Evaluation and Program Planning. https://doi.org/http://dx.doi.org/10.1016/j.evalprogplan.2016.05.005

Factors influencing environmental attitudes of historic conservationists include interaction with nature, family and education.

Place, G. . (2016). Yesterday’s conservationists: How were they educated about the outdoors and the environment?. Journal of Adventure Education and Outdoor Learning. https://doi.org/http://dx.doi.org/10.1080/14729679.2016.1171158

Environmental action builds confidence in ability to make change, and then confidence encourages more environmental actions

Lauren, N. ., Fielding, K. S., Smith, L. ., & Louis, W. R. (2016). You did, so you can and you will: Self-efficacy as a mediator of spillover from easy to more difficult pro-environmental behaviour. Journal of Environmental Psychology, 48, 191-199.

Hands-On Activities and Positive Emotions Foster Environmental Knowledge

Dieser, O. ., & Bogner, F. X. (2016). Young people’s cognitive achievement as fostered by hands-on-centred environmental education. Environmental Education Research, 22, 943-957. https://doi.org/http://dx.doi.org/10.1080/13504622.2015.1054265

Attention to the physical environment – including opportunities for nature-related experiences – found to be generally lacking in Youth Master Plans across the country

Cushing, D. . (2016). Youth Master Plans as potential roadmaps to creating child- and youth-friendly cities. Planning Practice & Research, 31, 154-173. https://doi.org/http://dx.doi.org/10.1080/02697459.2015.1110472

The Emotional Impact of Zoo Animals

Luebke, J. F., Watters, J. V., Packer, J. ., Miller, L. J., & Powell, D. M. (2016). Zoo Visitors’ Affective Responses to Observing Animal Behaviors. Visitor Studies, 19, 60-76.

Natural and mixed (natural combined with manufactured) playgrounds yield more opportunities for cognitive play, challenging experiences, and knowledge of the environment than traditional playgrounds.

Zamani, Z. . (2016). ‘The woods is a more free space for children to be creative; their imagination kind of sparks out there’: exploring young children’s cognitive play opportunities in natural, manufactured and mixed outdoor preschool zones. Journal of Adventure Education and Outdoor Learning, 16, 172-189. https://doi.org/http://dx.doi.org/10.1080/14729679.2015.1122538

Place attachment is important to children and youth's disaster preparedness and recovery

Scannell, L. ., Cox, R. ., Fletcher, S. ., & Heykoop, C. . (2016). “That was the last time I saw my house”: The importance of place attachment among children and youth in disaster contexts. American Journal of Community Psychology. https://doi.org/http://dx.doi.org/10.1002/ajcp.12069

Youth may be valuable contributors to community planning efforts

Gallerani, D. ., Besenyi, G. M., Stanis, S. W., & Kaczynski, A. . (2016). “We actually care and we want to make the parks better”: A qualitative study of youth experiences and perceptions after conducting park audits. Preventive Medicine. https://doi.org/http://dx.doi.org/10.1016/j.ypmed.2016.08.043

Safety concerns limit opportunities for risky play

Sandseter, E. ., & Sando, O. . (2016). “We don’t allow children to climb trees” - How a focus on safety affects Norwegian children’s play in early-childhood education and care settings. American Journal of Play, 8, 178-200.

Becoming an environmentalist and leader is motivated by a desire to make something different

Nilan, P. ., & Wibawanto, G. . (2015). "Becoming" an environmentalist in Indonesia. Geoforum, 62, 61-69. https://doi.org/http://dx.doi.org/10.1016/j.geoforum.2015.03.023

Environmental Education Centers as delivery hubs for environmental knowledge in Greece

Yanniris, C. . (2015). 20+ Years of Environmental Education Centers in Greece: Teachers’ Perceptions and Future Challenges. Applied Environmental Education & Communication, 14, 149-166.

Making Early Science Education Hands-On, Heads-On, and Hearts-On

Inan, H. Z., & Inan, T. . (2015). 3Hs Education: Examining hands-on, heads-on and hearts-on early childhood science education. International Journal of Science Education, 37, 1974-1991.

Middle School Aquaponics Curriculum Can Increase Environmental Knowledge and Pro-Environmental Behaviors

Schneller, A. J., Schofield, C. A., Frank, J. ., Hollister, E. ., & Mamuszka, L. . (2015). A Case Study of Indoor Garden-Based Learning With Hydroponics and Aquaponics: Evaluating Pro-Environmental Knowledge, Perception, and Behavior Change. Applied Environmental Education & Communication, 14, 256-265.

Neighborhood greenness is recognized as a promising modifiable factor in promoting health

James, P. ., Banay, R. ., Hart, J. ., & Laden, F. . (2015). A review of the health benefits of greenness. Current Epidemiology Reports, 2, 131-142. https://doi.org/http://dx.doi.org/10.1007/s40471-015-0043-7

Young children's perspectives of nature and environmental education are important elements of research

Beattie, A. E. (2015). A young child’s perspectives on outdoor play: A case study from Vancouver, British Columbia. International Journal of Early Childhood Environmental Education, 3, 38-52.

A forest school approach promotes a sense of self, belonging, and relational connections

Cumming, F. ., & Nash, M. . (2015). An Australian perspective of a forest school: Shaping a sense of place to support learning. Journal of Adventure Education and Outdoor Learning, 15, 296-309. https://doi.org/http://dx.doi.org/10.1080/14729679.2015.1010071

Assessing a Learner-Centered Sustainability Education Program

Biasutti, M. . (2015). An intensive programme on education for sustainable development: the participants’ experience. Environmental Education Research, 21, 734-752.

Teaching deep ecology and animal rights ethics can improve environmental education

Kopnina, H. ., & Gjerris, M. . (2015). Are Some Animals More Equal than Others? Animal Rights and Deep Ecology in Environmental Education. Canadian Journal of Environmental Education, 20, 108-122.

Attitude and behavioral impacts of a one-year wildlife education program in Japan

Sakurai, R. ., Jacobson, S. K., Matsuda, N. ., & Maruyama, T. . (2015). Assessing the impact of a wildlife education program on Japanese attitudes and behavioral intentions. Environmental Education Research, 21, 542-555.

Increasing Diversity in the Natural-Resource Field

Haynes, N. A., & Jacobson, S. . (2015). Barriers and Perceptions of Natural Resource Careers by Minority Students. The Journal of Environmental Education, 46, 166-182.

Research findings make a compelling case for incorporating into community plans provisions for access to nature in the places where children live, play, and learn

Chawla, L. . (2015). Benefits of nature contact for children. Journal of Planning Literature, 30, 433-452. https://doi.org/http://dx.doi.org/10.1177/0885412215595441

The thoughtful design of outdoor playspaces incorporating natural elements can encourage more diverse play

Herrington, S. ., & Brussoni, M. . (2015). Beyond physical activity: The importance of play and nature-based play spaces for children’s health and development. Current Obesity Reports, 4, 477-483. https://doi.org/http://dx.doi.org/10.1007/s13679-015-0179-2

Children's Epistemic Knowledge Structures: Using Pollution as a Focal Issue

Rodríguez, M. ., Kohen, R. ., & Delval, J. . (2015). Children’s and adolescents’ thoughts on pollution: cognitive abilities required to understand environmental systems. Environmental Education Research, 21, 76-91.

Contact with nature during childcare might promote young children's cognitive functioning, affective state, and social interaction

Carrus, G. ., Passiatore, Y. ., Pirchio, S. ., & Scopelliti, M. . (2015). Contact with nature in educational settings might help cognitive functioning and promote positive social behaviour. Psyecology, 6, 191-212. https://doi.org/http://dx.doi.org/10.1080/21711976.2015.1026079

Connecting with Nature to Inspire Cooperation

Zelenski, J. M., Dopko, R. L., & Capaldi, C. A. (2015). Cooperation is in our nature: Nature exposure may promote cooperative and environmentally sustainable behavior. Journal of Environmental Psychology, 42, 24-31.

Applying a Permaculture Design Framework to Environmental Education to Cultivate Engaged Science Learning

Lebo, N. ., & Eames, C. . (2015). Cultivating Attitudes and Trellising Learning: A Permaculture Approach to Science and Sustainability Education. Australian Journal of Environmental Education, 31, 46-59.

Educational benefits of foraging include the transmission of culture and strengthening children's connection with nature

Nugent, C. ., & Beames, S. . (2015). Cultural transmission at nature kindergartens: Foraging as a key ingredient. Canadian Journal of Environmental Education, 20, 78-91.

Learning to be Leaders for Change

Ferreira, J.-A. ., Ryan, L. ., & Davis, J. . (2015). Developing Knowledge and Leadership in Pre-Service Teacher Education Systems. Australian Journal of Environmental Education, 31, 194-207.

Scale for measuring children's attitudes toward outdoor play in nature has positive uses

Beyer, K. M. M., Bizub, J. ., Szabo, A. ., Heller, B. ., Kistner, A. ., Shawgo, E. ., & Zetts, C. . (2015). Development and validation of the attitudes toward outdoor play scales for children. Social Science & Medicine, 133, 253-260. https://doi.org/http://dx.doi.org/10.1016/j.socscimed.2014.10.033

Understanding Expectations of Zoo Visitors

Roe, K. ., & McConney, A. . (2015). Do zoo visitors come to learn? An internationally comparative, mixed-methods study. Environmental Education Research, 21, 865-884.

A research review of early childhood education for sustainability illustrates teachers' differing definitions and changes in practice over time

Hedefalk, M. ., Almqvist, J. ., & Ostman, L. . (2015). Education for sustainable development in early childhood education: a review of the research literature. Environmental Education Research, 21, 975-990. https://doi.org/http://dx.doi.org/10.1080/13504622.2014.971716

Effect of Frequency and Mode of Contact with Nature on Children's Self-Reported Ecological Behaviors

Collado, S. ., Corraliza, J. A., Staats, H. ., & Ruíz, M. . (2015). Effect of frequency and mode of contact with nature on children’s self-reported ecological behaviors. Journal of Environmental Psychology, 41, 65-73.

Increased time outdoors decreased incidence of myopia in children

He, M. ., Xiang, F. ., Zeng, Y. ., Mai, J. ., Chen, Q. ., Zhang, J. ., … Morgan, I. . (2015). Effect of time spent outdoors at school on the development of myopia among children in China. JAMA, 314, 1142-1148. https://doi.org/http://dx.doi.org/10.1001/jama.2015.10803