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 1751 - 1800 of 2107

Case Study and Indicators of Successful Community Behavior Change

Monroe, M. C., Agrawal, S. ., Jakes, P. J., Kruger, L. E., Nelson, K. C., & Sturtevant, V. . (2013). Identifying Indicators of Behavior Change: Insights From Wildfire Education Programs. The Journal of Environmental Education, 44, 180-194.

Garden and green space learning improves educational outcomes

Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 1-25.

Outdoor learning improves long-term memory of course content and increases positive student attitudes

Fägerstam, E. ., & Blom, J. . (2013). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context. Journal of Adventure Education and Outdoor Learning, 13, 56-75. https://doi.org/http://dx.doi.org/10.1080/14729679.2011.647432

Long-term nature-based educational programs achieve student satisfaction and conservation awareness despite little tie to curriculum

Morag, O. ., Tal, T. ., & Rotem-Keren, T. . (2013). Long-term educational programs in nature parks: Characteristics, outcomes and challenges. International Journal of Environmental & Science Education, 8, 427-449. https://doi.org/http://dx.doi.org/10.12973/ijese.2013.213a

Framework for Understanding Behaviors Related to Ocean Protection

Wen, W.- cheng ., & Lu, S.- yun . (2013). Marine environmental protection knowledge, attitudes, behaviors, and curricular involvement of Taiwanese primary school students in senior grades. Environmental Education Research, 19, 600-619.

Access to other children and frequent visits affect children's perceptions of nature play

Francis, M. ., Paige, K. ., & Lloyd, D. . (2013). Middle years students’ experiences in nature: A case study on nature-play. Teaching Science, 59, 20-30.

Increased density of residential trees is associated with lower prevalence of obesity in preschoolers

Lovasi, G. S., Schwartz-Soicher, O. ., Quinn, J. W., Berger, D. K., Neckerman, K. M., Jaslow, R. ., … Rundle, A. . (2013). Neighborhood safety and green space as predictors of obesity among preschool children from low-income families in New York City. Preventive Medicine, 57, 189-193. https://doi.org/http://dx.doi.org/10.1016/j.ypmed.2013.05.012

Outdoor Recreation, Age, and Environmental Connectedness

Beery, T. H. (2013). Nordic in nature: friluftsliv and environmental connectedness. Environmental Education Research, 19, 94-117.

The design of outdoor play spaces can be improved to better facilitate play for disabled children by including them in the planning process and connecting designers with the knowledge they need to plan appropriately

Woolley, H. . (2013). Now being social: The barrier of designing outdoor play spaces for disabled children. Children & Society, 27, 448-458. https://doi.org/http://dx.doi.org/10.1111/j.1099-0860.2012.00464.x

Developing Understanding Through Collaborative Discussions

Öhman, J. ., & Öhman, M. . (2013). Participatory approach in practice: an analysis of student discussions about climate change. Environmental Education Research, 19, 324-341.

Developing Place-Responsive Pedagogy

Mannion, G. ., Fenwick, A. ., & Lynch, J. . (2013). Place-responsive pedagogy: learning from teachers’ experiences of excursions in nature. Environmental Education Research, 19, 792-809.

Promoting Connectedness with Nature is Easier with Younger Children

Liefländer, A. K., Fröhlich, G. ., Bogner, F. X., & Schultz, W. . (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19, 370-384.

Children enjoy, but could use more practice with, nature-based scientific research

Boaventura, D. ., Faria, C. ., Chagas, I. ., & Galvãoc, C. . (2013). Promoting science outdoor activities for elementary school children: Contributions from a research laboratory. International Journal of Science Education, 35, 796-814. https://doi.org/http://dx.doi.org/10.1080/09500693.2011.583292

Investigating Written Materials at Nature Centers

Cagle, N. L. (2013). Quantifying the Presence of Written Materials and the Use of Outside Texts in Nature Centers for Environmental Education. Applied Environmental Education & Communication, 12, 108-117.

Pro-environmental behavior is correlated with place attachment and place satisfaction at Australian national park

Ramkissoon, H. ., David, L. ., Smith, G. ., & Weilerd, B. . (2013). Relationships between place attachment, place satisfaction and pro-environmental behaviour in an Australian national park. Journal of Sustainable Tourism, 21, 434-457. https://doi.org/http://dx.doi.org/10.1080/09669582.2012.708042

Creating the Right Amount of Scaffolding in Science Museums

Yoon, S. A., Elinich, K. ., Wang, J. ., SCHOONEVELD, J. B., & Anderson, E. . (2013). Scaffolding informal learning in science museums: How much is too much?. Science Education, 97, 848-877.

Structural elements of poetry create a unique framework for nature-based schoolyard design

Kingery–Page, K. ., & Melvin, R. . (2013). Site as experiential playground: Artistic research for a learning landscape. The International Journal of Pedagogy and Curriculum, 19, 71 – 86.

Spatial access to parks and green space in areas with large minority populations or high levels of poverty varies across the US

Wen, M. ., Zhang, X. ., Harris, C. ., Holt, J. ., & Croft, J. . (2013). Spatial disparities in the distribution of parks and green spaces in the USA. Annals of Behavioral Medicine, 45, 18-27. https://doi.org/http://dx.doi.org/10.1007/s12160-012-9426-x

Family camps offer multiple benefits for parenting practices, family relationships and interaction with nature

Garst, B. A., Baughman, S. ., Franz, N. K., & Seidel, R. W. (2013). Strengthening families: Exploring the impacts of family camp experiences on family functioning and parenting. Journal of Experiential Education, 36, 65-77. https://doi.org/http://dx.doi.org/10.1177/1053825913481582

Trips to beaches encourage physical activity in children

Ashbullby, K. ., Pahl, S. ., Webley, P. ., & White, M. P. (2013). The beach as a setting for families’ health promotion: A qualitative study with parents and children living in coastal regions in Southwest England. Health & Place, 23, 138-147. https://doi.org/http://dx.doi.org/10.1016/j.healthplace.2013.06.005

Lack of recreational open space is associated with racial/ethnic makeup, but not socioeconomic level

Duncan, D. ., Kawachi, I. ., White, K. ., & Williams, D. . (2013). The geography of recreational open space: Influence of neighborhood racial composition and neighborhood poverty. Journal of Urban Health, 90, 618-631. https://doi.org/http://dx.doi.org/10.1007/s11524-012-9770-y

Natural playscapes foster more sustained, constructive, and cooperative play

Kuh, L. P., Ponte, I. ., & Chau, C. . (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23, 49-77.

School Gardens: Teacher Motivations and Experiences

Jorgenson, S. . (2013). The Logic of School Gardens: A Phenomenological Study of Teacher Rationales. Australian Journal of Environmental Education, 29, 121-135.

Park's natural play space encourages unstructured, creative, cooperative play and exploration

Swift, K. . (2013). The nature play zone at Indiana Dunes National Lakeshore: A case study. Park Science, 30, 48-51.

Greening of a schoolyard results in improved well-being and diminished physiological stress

Kelz, C. ., Evans, G. W., & Röderer, K. . (2013). The restorative effects of redesigning the schoolyard: A multi-methodological, quasi-experimental study in rural Austrian middle schools. Environment and Behavior, 47, 119-139. https://doi.org/http://dx.doi.org/10.1177/0013916513510528

Taking Risks with Somber Environmental Exhibits at Zoos

Esson, M. ., & Moss, A. . (2013). The Risk of Delivering Disturbing Messages to Zoo Family Audiences. The Journal of Environmental Education, 44, 79-96.

Technology Use by Nonformal Environmental Educators

Peffer, T. E., Bodzin, A. M., & Smith, J. D. (2013). The Use of Technology by Nonformal Environmental Educators. The Journal of Environmental Education, 44, 16-37.

Literature review serves as basis for youth adventure program model

Deane, K. L., & Harre, N. . (2013). The youth adventure programming model. Journal of Research on Adolescence, 24, 293-308. https://doi.org/http://dx.doi.org/10.1111/jora.12069

Adult Environmental Learning in Community Gardens

Walter, P. . (2013). Theorising community gardens as pedagogical sites in the food movement. Environmental Education Research, 19, 521-539.

Increasing the amount of time children spend outdoors can help prevent the development of myopia

French, A. ., Ashby, R. ., Morgan, I. ., & Rose, K. . (2013). Time outdoors and the prevention of myopia. Experimental Eye Research, 114, 58-68. https://doi.org/http://dx.doi.org/10.1016/j.exer.2013.04.018

Incorporating Play into Early Childhood Environmental Education

Cutter-Mackenzie, A. ., & Edwards, S. . (2013). Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge Through Play-Based Learning. The Journal of Environmental Education, 44, 195-213.

Fostering Civic Participation in Environmental Policy

Levy, B. L. M., & Zint, M. T. (2013). Toward fostering environmental political participation: framing an agenda for environmental education research. Environmental Education Research, 19, 553-576.

Participation in 4-H equine program contributes to increased positive and decreased negative behaviors in fifth to eighth graders

Pendry, P. ., Roeter, S. ., Smith, A. ., Jacobson, S. ., & Erdman, P. . (2013). Trajectories of positive and negative behavior during participation in equine facilitated learning program for horse-novice youth. Journal of Extension, 51.

Using Metaphors to Teach Climate Change

Niebert, K. ., & Gropengiesser, H. . (2013). Understanding and communicating climate change in metaphors. Environmental Education Research, 19, 282-302.

Forest managers can better engage users from groups under-represented in forest recreation by improving information and transportation access for outdoor recreation

Metcalf, E. C., Burns, R. C., & Graefe, A. R. (2013). Understanding non-traditional forest recreation: The role of constraints and negotiation strategies among racial and ethnic minorities. Journal of Outdoor Recreation and Tourism, 29-39. https://doi.org/http://dx.doi.org/10.1016/j.jort.2013.04.003

What's the Story with Teen Energy Use?

Toth, N. ., Little, L. ., Read, J. C., Fitton, D. ., & Horton, M. . (2013). Understanding teen attitudes towards energy consumption. Journal of Environmental Psychology, 34, 36-44.

Meeting Psychological Needs Increases Motivation to Act

Karaarslan, G. ., Ertepınar, H. ., & Sungur, S. . (2013). Use of self-determination theory to support basic psychological needs of preservice science teachers in an environmental science course. Environmental Education Research, 19, 342-369.

Using Art to Teach and Evaluate Climate Change Education for Youth

Baker, J. ., Loxton, J. ., & Sherren, K. . (2013). Using Art Elicitation to Deliver and Evaluate a Grade 4 Climate Change Instructional Module. Applied Environmental Education & Communication, 12, 130-142.

Hands-On Learning in the Schoolyard

Kozak, M. S., & McCreight, J. . (2013). We Grew It!: Enrichment Through Gardening in Elementary School. Applied Environmental Education & Communication, 12, 29-37.

The value of incorporating queer experiences into ecopedagogy

Russell, J. . (2013). Whose Better? (Re)orientating a Queer Ecopedagogy. Canadian Journal of Environmental Education, 18, 11-26.

Geographical access is a limiting factor for minority visits to national parks

Weber, J. ., & Sultana, S. . (2013). Why do so few minority people visit National Parks? Visitation and the accessibility of “America’s Best Idea”. Annals of the Association of American Geographers, 103, 437-464. https://doi.org/http://dx.doi.org/10.1080/00045608.2012.689240

Investigating the Best Term for Global Warming

Jaskulsky, L. ., & Besel, R. . (2013). Words That (Don’t) Matter: An Exploratory Study of Four Climate Change Names in Environmental Discourse. Applied Environmental Education & Communication, 12, 38-45.

Outdoor recreation is perceived as beneficial to children's mental and social development

Larson, L. R., Whiting, J. W., & Green, G. T. (2013). Young people’s outdoor recreation and state park use: Perceived benefits from the parent/guardian perspective. Children, Youth and Environments, 23, 89-117. https://doi.org/http://dx.doi.org/10.7721/chilyoutenvi.23.3.0089

The case of mountain bikers: Not all youth experiences in nature lead to the same sense of nature connectedness

King, K. . (2013). ‘We don’t enjoy nature like that’: Youth identity and lifestyle in the countryside. Journal of Rural Studies, 31, 67-76. https://doi.org/http://dx.doi.org/10.1016/j.jrurstud.2013.02.004

Crime is a barrier to outdoor play in an urban Chicago neighborhood

Stodolska, M. ., Shinew, K. J., Acevedo, J. C., & Roman, C. G. (2013). “I was born in the hood”: Fear of crime, outdoor recreation and physical activity among Mexican-American urban adolescents. Leisure Sciences, 35, 1-15. https://doi.org/http://dx.doi.org/10.1080/01490400.2013.739867

Adolescents' participation in a sailing voyage increases self-esteem, decreases gender bias, does not increase other negative outcomes, and sustains these changes over time

Kafka, S. ., Hunter, J. A., Hayhurst, J. ., Boyes, M. ., Thomson, R. L., Clarke, H. ., … O’Brien, K. S. (2012). A 10-day developmental voyage: Converging evidence from three studies showing that self-esteem may be elevated and maintained without negative outcomes. Social Psychology of Education, 15, 571-601. https://doi.org/http://dx.doi.org/10.1007/s11218-012-9177-3

Culture Affects Children's Views of Environment

Wee, B. . (2012). A cross-cultural exploration of children’s everyday ideas: implications for science teaching and learning. International Journal of Science Education, 34, 609-627.

Continuous Refinement Improves Curriculum Effectiveness

Svihla, V. ., & Linn, M. C. (2012). A design-based approach to fostering understanding of global climate change. International Journal of Science Education, 34, 651-676.

Intensive Training in Inquiry-Based Teaching Pays Off for Urban Teachers

Diaconu, D. V., Radigan, J. ., Suskavcevic, M. ., & Nichol, C. . (2012). A multi-year study of the impact of the rice model teacher professional development on elementary science teachers. International Journal of Science Education, 34, 855-877.

Preschool Children's Environmental Attitudes Tend to Be Self-Centered

Kahriman-Ozturk, D. ., Olgan, R. ., & Tuncer, G. . (2012). A qualitative study on Turkish preschool children’s environmental attitudes through ecocentrism and anthropocentrism. International Journal of Science Education, 34, 629-650.