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 151 - 200 of 2107

Access to real data, geo-spatial tools, models, and field experience can improve environmental literacy

Marcum-Dietrich, N. ., Kerlin, S. ., Hendrix, A. ., Sorhagen, N. ., Staudt, C. ., & Krauss, Z. . (2021). Model my watershed: an investigation into the role of big data, technology, and models in promoting student interest in watershed action. The Journal of Environmental Education, 52(6), 384-397. https://doi.org/10.1080/00958964.2021.1979451

A pedagogy of hope encourages and supports children's climate change activism

Buchanan, J. ., Pressick-Kilborn, K. ., & Fergusson, J. . (2021). Naturally enough? Children, climate anxiety and the importance of hope. The Social Educator, 39, 17-31.

Positive associations between nature contact and children's health supports advocacy for equitable nature access

Fyfe-Johnson, A. L., Hazlehurst, M. F., Perrins, S. P., Bratman, G. N., Thomas, R. ., Garrett, K. A., … Tandon, P. S. (2021). Nature and children’s health: A systematic review. Pediatrics, 148. https://doi.org/https://doi.org/10.1542/peds.2020-049155

Exposure and connection to nature are positively linked to positive youth development in rural youth

Bowers, E. P., Larson, L. R., & Parry, B. J. (2021). Nature as an ecological asset for positive youth development: Empirical evidence from rural communities. Frontiers in Psychology, 12. https://doi.org/http://dx.doi.org/10.3389/fpsyg.2021.688574

Teaching the teacher through nature journaling

Tsevreni, I. . (2021). Nature journaling as a holistic pedagogical experience with the more-than-human world. The Journal of Environmental Education, 52, 14-24.

Nature's role in outdoor therapeutic interventions remains unclear

Harper, N. J., Fernee, C. R., & Gabrielsen, L. E. (2021). Nature’s role in outdoor therapies: An umbrella review. International Journal of Environmental Research and Public Health, 18. https://doi.org/http://dx.doi.org/10.3390/ijerph18105117

Nature-Based Solutions can positively influence young generations' tourism choices, especially for females

Giachino, C. ., Pattanaro, G. ., Bertoldi, B. ., Bollani, L. ., & Bonadonna, A. . (2021). Nature-based solutions and their potential to attract the young generations. Land Use Policy, 101. https://doi.org/http://dx.doi.org/10.1016/j.landusepol.2020.105176

Inclusion and legitimacy are co-dependent constructs for successful campus-community partnerships for environmental education

Maharramli, B. J., & Houston, D. . (2021). Navigating inclusion and legitimacy in campus-community environmental partnerships to advance urban social-ecological resilience. Environmental Education Research, 27, 955-969.

The natural environment may benefit less-advantaged children specifically, particularly in the development of prosocial behavior

McCrorie, P. ., Olsen, J. R., Caryl, F. M., Nicholls, N. ., & Mitchell, R. . (2021). Neighborhood natural space and the narrowing of socioeconomic inequality in children’s social, emotional, and behavioural wellbeing. Wellbeing, Space and Society, 2. https://doi.org/https://doi.org/10.1016/j.wss.2021.100051

Art-infused and place-based EE programs yield increased knowledge and connection for students

Schneller, A. J., Harrison, L. M., Adelman, J. ., & Post, S. . (2021). Outcomes of art-based environmental education in the Hudson River Watershed. Applied Environmental Education and Communication, 20, 19-33. https://doi.org/http://dx.doi.org/10.1080/1533015X.2019.1617805

Preschool teachers in Turkey believe that outdoor activities contribute to child development, yet generally hesitate taking children outside

Ozturk, Y. ., & Ozer, Z. . (2021). Outdoor play activities and outdoor environment of early childhood education in Turkey: A qualitative meta-synthesis. Early Child Development and Care. https://doi.org/http://dx.doi.org/10.1080/03004430.2021.1932865

EE should embrace ecosocialism, as capitalism is incompatible with environmental protection

Arenas, A. . (2021). Pandemics, capitalism, and an ecosocialist pedagogy. The Journal of Environmental Education, 52(6), 371-383. https://doi.org/10.1080/00958964.2021.1999197

Parents consider the advantages of green schoolyards to outweigh the disadvantages, but cite lack of time as a barrier to their more active involvement.

van Dijk-Wesselius, J. E., Having, D. ., de Koning, M. ., Maas, J. ., & van den Berg, A. E. (2021). Parental perspectives on green schoolyards: Advantages outweigh disadvantages, but willingness to help is limited. Children’s Geographies, 19, 145-157. https://doi.org/http://dx.doi.org/10.1080/14733285.2020.1751071

Virtual reality could help educators teach climate change issues like ocean acidification

Fauville, G. ., Queiroz, A. C. M., Hambrick, L. ., Brown, B. A., & Bailenson, J. N. (2021). Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community. Environmental Education Research, 27, 254-278.

Outdoor school environment projects would do well to involve children throughout the entire design and re-design phases of the project

Kreutz, A. ., Timperio, A. ., & Veitch, J. . (2021). Participatory school ground design: Play behaviour and student and teacher views of a school ground post-construction. Landscape Research, 46, 860-877. https://doi.org/http://dx.doi.org/10.1080/01426397.2021.1909713

Visitors to urban parks in the global South valued parks highly for the multiple benefits they provide but “stark gender and income inequalities” limit access for many city dwellers

Basu, S. ., & Nagendra, H. . (2021). Perceptions of park visitors on access to urban parks and benefits of green spaces. Urban Forestry & Urban Greening, 57. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2020.126959

A citizen science program in Denali may have positive place attachment and learning outcomes for tourists

Fischer, H. A., & Wentz, E. A. (2021). Place attachment and learning outcomes among tourists who volunteer for a U.S. National Park science volunteer program. Applied Environmental Education & Communication, 20, 123-138.

School gardens can positively impact students' knowledge and attitude, and help them gain valuable experiences

Amiri, A. ., Geravandi, S. ., & Rostami, F. . (2021). Potential effects of school garden on students’ knowledge, attitude and experience: A pilot project on sixth grade students in Iran. Urban Forestry & Urban Greening. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2021.127174

Factors that contribute to engineering students choosing a career in climate change

Shealy, T. ., Katz, A. ., & Godwin, A. . (2021). Predicting engineering students’ desire to address climate change in their careers: an exploratory study using responses from a U.S. National survey. Environmental Education Research, 27, 1054-1079.

Media coverage on green buildings may complement sustainability education

Lindsay, G. ., Cole, L. B., Akturk, A. ., & Akin, H. . (2021). Pressing issues: Setting a sustainability agenda through media coverage of green science museums. Applied Environmental Education & Communication, 20(4), 347-360. https://doi.org/10.1080/1533015X.2021.1893866

Active learning encourages pro-climate and pro-environmental behavior in adolescents

Wu, J. ., & Otsuka, Y. . (2021). Pro-climate behaviour and the influence of learning sources on it in Chinese adolescents. International Research in Geographical and Environmental Education, 30, 24-38.

A needs-supportive approach to outdoor adventure education can promote personal growth in young people experiencing homelessness

Parry, B. J., Thompson, J. L., Holland, M. J. G., & Cumming, J. . (2021). Promoting personal growth in young people experiencing homelessness through an outdoor-based program. Journal of Youth Development, 16, 157-192. https://doi.org/http://dx.doi.org/10.5195/jyd.2021.1061

Greater greenness of an area increases the probability and intensity of human emotion experienced in that area

Zhu, X. ., Geo, M. ., Zhang, R. ., & Zhang, B. . (2021). Quantifying emotional differences in urban green spaces extracted from photos on social networking sites: A study of 34 parks in three cities in northern China. Urban Forestry & Urban Greening, 62. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2021.127133

Green schoolyards can promote physical activity and prosocial behavior in urban school-aged children

Raney, M. A., Bowers, A. L., & Rissberger, A. L. (2021). Recess behaviors of urban children 16 months after a green schoolyard renovation. Journal of Physical Activity and Health, 18, 563-570. https://doi.org/https://doi.org/10.1123/jpah.2020-0280

Caring for hens at school helped children facing socio-economic exclusion make social-emotional gains and develop awareness and respect for nature

Gilligan, C. ., & Downes, P. . (2021). Reconfiguring relational space: A qualitative study of the benefits of caring for hens for the socio- emotional development of 5 – 9-year-old children in an urban junior school context of high socioeconomic exclusion. Journal of Adventure Education and Outdoor Learning. https://doi.org/http://dx.doi.org/10.1080/14729679.2021.1894953

Utilizing problem-based learning to facilitate interdisciplinary pedagogy for political ecology

Kirsop-Taylor, N. ., Appiah, D. ., Steadman, A. ., & Huggett, M. . (2021). Reflections on integrating the political into environmental education through problem-based learning and political ecology. The Journal of Environmental Education, 52, 1-13.

A combination of factors present barriers to the successful up-scaling of green schoolyards

Giezen, M. ., & Pellerey, V. . (2021). Renaturing the city: Factors contributing to upscaling green schoolyards in Amsterdam and The Hague. Urban Forestry & Urban Greening, 63. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2021.127190

Residential self-selection and family composition characteristics can impact the greenness-wellbeing connection

Wu, W. ., Yun, Y. ., Zhai, J. ., Sun, Y. ., Zhang, G. ., & Wang, H. . (2021). Residential self-selection in the greenness-wellbeing connection: A family composition perspective. Urban Forestry & Urban Greening, 59. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2021.127000

Teacher collaboration supported EE during COVID-19 pandemic

Román, D. X., Castro, M. ., Baeza, C. ., Knab, R. ., Huss-Lederman, S. ., & Chacon, M. . (2021). Resilience, collaboration, and agency: Galapagos teachers confronting the disruption of COVID-19. The Journal of Environmental Education, 52(5), 325-334. https://doi.org/10.1080/00958964.2021.1981204

Educator responses to student emotions in environmental education

Ojala, M. . (2021). Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education. The Journal of Environmental Education, 52, 40-52.

Considering multiple indicators of green infrastructure and different dimensions of equity may help reduce disparities in urban children's access to nature

Baro, F. ., Camacho, D. A., Del Pulgar, C. P., Triguero-Mas, M. ., & Anguelovski, I. . (2021). School greening: Right or privilege? Examining urban nature within and around primary schools through an equity lens. Landscape and Urban Planning, 208. https://doi.org/http://dx.doi.org/10.1016/j.landurbplan.2020.104019

Schools that implement education for sustainability should invest in developing sense of community among teachers

Gan, D. ., & Alkaher, I. . (2021). School staff perceptions on education for sustainability and sense of community as reflected in an elementary school culture in Israel. Environmental Education Research, 27(6), 821-847. https://doi.org/10.1080/13504622.2021.1892030

Experiential learning lacks in environmental and sustainability education in Basque Country, Spain

Agirreazkuenaga, L. ., & Martinez, P. M. (2021). Secondary students’ perception, positioning and insight on education for sustainability. International Research in Geographical and Environmental Education, 30(3), 218-237. https://doi.org/10.1080/10382046.2021.1877952

Pre-service training improves Taiwanese government officials' environmental attitudes

Wang, X. ., Berman, E. ., Chen, D.-Y. ., & Xu, J. . (2021). Shaping pro-environmental attitudes among public service trainees: an experimental study. Environmental Education Research, 27, 295-311.

Gender identity as it relates to and environmental activism and artivism

Rodríguez-Labajos, B. ., & Ray, I. . (2021). Six avenues for engendering creative environmentalism. Global Environmental Change, 68, 102269.

Social media testing can help educators hone effective messages for conservation

Silvert, C. J., Warner, L. A., Loizzo, J. ., & Shellhouse, J. . (2021). Social media split testing and message framing: Emerging capacities to encourage residential water conservation. Applied Environmental Education & Communication, 20, 334-346.

Stewardship activities can lead to more-than-human encounters

Ruck, A. ., & Mannion, G. . (2021). Stewardship and beyond? Young people’s lived experience of conservation activities in school grounds. Environmental Education Research, 27(10), 1502-1516. https://doi.org/10.1080/13504622.2021.1964439

Climate change educators should discuss uncertainties in climate change modeling

Schauss, M. ., & Sprenger, S. . (2021). Students’ conceptions of uncertainties in the context of climate change. International Research in Geographical and Environmental Education, 30(4), 332-347. https://doi.org/10.1080/10382046.2020.1852782

Collaboration, professional development opportunities, and slow lesson integration may be key for sustainable development education

Hurd, E. ., & Ormsby, A. A. (2021). Supporting K-12 teachers in the context of whole-school sustainability: four case studies. Applied Environmental Education & Communication, 20, 303-318.

Educational games can successfully supplement traditional teaching methods on sustainability topics

Parrondo, M. ., Rayon-Viña, F. ., Borrell, Y. J., & Miralles, L. . (2021). Sustainable Sea: A board game for engaging students in sustainable fisheries management. Applied Environmental Education & Communication, 20, 406-421.

Students spent more time on-task in outdoor versus indoor classrooms

Norwood, M. F., Lakhani, A. ., & Kendall, E. . (2021). Teaching traditional indoor school lessons in nature: The effects on student learning and behaviour. Landscape and Urban Planning, 206, 1-10. https://doi.org/https://doi.org/10.1016/j.landurbplan.2020.103963

A theoretical analysis of the role of research in environmental education policy

Lingard, B. . (2021). The changing and complex entanglements of research and policy making in education: issues for environmental and sustainability education. Environmental Education Research, 27, 498-512.

Classroom environmental lessons are strongest influences on sustainability knowledge in college students

Michel, J. O., & Zwickle, A. . (2021). The effect of information source on higher education students’ sustainability knowledge. Environmental Education Research, 27, 1080-1098.

Contact with nature during outdoor environmental education promotes students' wellbeing, connectedness to nature, and pro-sociality

Pirchio, S. ., Passiatore, Y. ., Panno, A. ., Cipparone, M. ., & Carrus, G. . (2021). The effects of contact with nature during outdoor environmental education on students’ wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12. https://doi.org/http://dx.doi.org/10.3389/fpsyg.2021.648458

The benefits of outdoor activities in nature may go beyond what can be achieved in school

Adams, D. ., & Beauchamp, G. . (2021). The impact of music making outdoors on primary school aged pupils (aged 7–10 years) in the soundscape of nature from the perspective of their primary school teachers. Journal of Outdoor and Environmental Education, 24, 37-53. https://doi.org/https://doi.org/10.1007/s42322-020-00072-5

A school-based nature education program had a significant positive effect on the health-related quality of life of low-income youth

Sprague, N. L., & Ekenga, C. C. (2021). The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study. Journal of Public Health, 1-8. https://doi.org/http://dx.doi.org/10.1093/pubmed/fdaa243

Greening of schoolyards can generate positive physical activity and socioemotional health outcomes for students

Bikomeye, J. C., Balza, J. ., & Beyer, K. M. (2021). The impact of schoolyard greening on children’s physical activity and socioemotional health: A systematic review of experimental studies. International Journal of Environmental Research and Public Health, 18, 1-20. https://doi.org/http://dx.doi.org/10.3390/ijerph18020535

The forest school approach reflects theoretical understanding of young learners’ development of independence

Cerino, A. . (2021). The importance of recognising and promoting independence in young children: The role of the environment and the Danish forest school approach. Education 3-13, 51, 685-694. https://doi.org/https://doi.org/10.1080/03004279.2021.2000468

Study in Hong Kong identifies issues related to distributional justice with respect to parks in a high-density city

Zhang, R. ., Zhang, C. ., Cheng, W. ., Lai, P. C., & Schüz, B. . (2021). The neighborhood socioeconomic inequalities in urban parks in a high-density city: An environmental justice perspective. Landscape and Urban Planning, 211. https://doi.org/http://dx.doi.org/10.1016/j.landurbplan.2021.104099

A systematic review of the literature highlights the potential positive impact of nature-based learning for primary school aged children

Miller, N. C., Kumar, S. ., Pearce, K. L., & Baldock, K. L. (2021). The outcomes of nature-based learning for primary school aged children: A systematic review of quantitative research. Environmental Education Research, 27, 1115-1140. https://doi.org/http://dx.doi.org/10.1080/13504622.2021.1921117