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 351 - 400 of 2107

Urban forests can play a role in cleaning the air and making it healthier for children

Almeida, L. D. O. E., Favaro, A. ., Raimundo-Costa, W. ., Anhê, A. C. B. M., Ferreira, D. C., Blanes-Vidal, V. ., & Senhuk, A. P. M. D. S. (2020). Influence of urban forest on traffic air pollution and children respiratory health. Environmental Monitoring and Assessment, 192. https://doi.org/http://dx.doi.org/10.1007/s10661-020-8142-4

Exploring the three dimensions of sustainable development in Norwegian curriculum

Munkebye, E. ., Scheie, E. ., Gabrielsen, A. ., Jordet, A. ., Misund, S. ., Nergård, T. ., & Øyehaug, A. B. (2020). Interdisciplinary primary school curriculum units for sustainable development. Environmental Education Research, 26, 795-811.

The Eco-School Club model is limited as a tool for intergenerational learning about climate change

Chineka, R. ., & Yasukawa, K. . (2020). Intergenerational learning in climate change adaptations; limitations and affordances. Environmental Education Research, 26, 577-593.

Focusing on capabilities versus deficits may enhance the play experiences of children with disabilities on the school playground

Sterman, J. J., Naughton, G. A., Bundy, A. C., Froude, E. ., & Villeneuve, M. A. (2020). Is play a choice? Application of the capabilities approach to children with disabilities on the school playground. International Journal of Inclusive Education, 24, 579-596. https://doi.org/http://dx.doi.org/10.1080/13603116.2018.1472819

Likeability of animals has positive and negative consequences for conservation efforts

Ballouard, J.-M. ., Conord, M. ., Johany, A. ., Jardé, N. ., Caron, S. ., Deleuze, S. ., & Bonnet, X. . (2020). Is popularity a double-edged sword? Children want to protect but also harvest tortoises. The Journal of Environmental Education, 51, 347-360.

Connections with land and nature may be a hidden strength or source of resilience and wellbeing for Indigenous youth living in urban environments

Hatala, A. R., Njeze, C. ., Morton, D. ., Pearl, T. ., & Bird-Naytowhow, K. . (2020). Land and nature as sources of health and resilience among Indigenous youth in an urban Canadian context: A photo voice exploration. BMC Public Health, 20, 1-14. https://doi.org/https://doi.org/10.1186/s12889-020-08647-z

Awe-inspiring experiences in nature may change behavior

Hicks, J. R., & Stewart, W. P. (2020). Learning from wildlife-inspired awe. The Journal of Environmental Education, 51, 44-54.

Children engage in both active and passive water play in constructed and natural water features

Bozkurt, M. ., & Woolley, H. . (2020). Let’s splash: Children’s active and passive water play in constructed and natural water features in urban green spaces in Sheffield. Urban Forestry & Urban Greening, 52. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2020.126696

Environmental studies programs positively impact alumni's pro-environmental behavior years later, particularly women

Breunig, M. ., & Russell, C. . (2020). Long-term impacts of two secondary school environmental studies programs on environmental behaviour: the shadows of patriarchy and neoliberalism. Environmental Education Research, 26, 701-715.

Environmental literacy plays a limited role in students' assessment of carbon footprints

Dósa, K. ., & Russ, R. S. (2020). Making sense of carbon footprints: how carbon literacy and quantitative literacy affects information gathering and decision-making. Environmental Education Research, 26, 421-453.

Including nature in women's shelters may support parenting

Peters, E. ., Maas, J. ., Schuengel, C. ., & Havinga, D. . (2020). Making women’s shelters more conducive to family life: Professionals’ exploration of the benefits of nature. Children’s Geographies, 19, 475-487. https://doi.org/http://dx.doi.org/10.1080/14733285.2020.1826405

College-age individuals experience mental health benefits after spending as little as 10-20 minutes in nature

Meredith, G. ., Rakow, D. ., Eldermire, E. ., Madsen, C. ., Shelley, S. ., & Sachs, N. . (2020). Minimum time dose in nature to positively impact the mental health of college-aged students, and how to measure it: A scoping review. Frontiers in Psychology, 14. https://doi.org/http://dx.doi.org/10.3389/fpsyg.2019.02942

Evidence linking nature and health strongly supports the idea of looking to nature as a community health tool

South, E. C., Kondo, M. C., & Razani, N. . (2020). Nature as a community health tool: The case for healthcare providers and systems. American Journal of Preventive Medicine, 59, 606-610. https://doi.org/http://dx.doi.org/10.1016/j.amepre.2020.03.025

Attending a nature nursery is associated with higher nature connection

Barrable, A. ., & Booth, D. . (2020). Nature connection in early childhood: A quantitative cross-sectional study. Sustainability, 12. https://doi.org/http://dx.doi.org/10.3390/su12010375

Young people appreciate urban nature as a support for their mental health and wellbeing

Birch, J. ., Rishbeth, C. ., & Payne, S. R. (2020). Nature doesn’t judge you – How urban nature supports young people’s mental health and wellbeing in a diverse UK city. Health & Place, 62. https://doi.org/https://doi.org/10.1016/j.healthplace.2020.102296

Emotional confrontation may play an important role in addressing environmental problems

Löfström, E. ., Klöckner, C. A., & Nesvold, I. H. (2020). Nature in your face - Disruptive climate change communication and eco-visualization as part of a garden-based learning approach involving primary school children and teachers in co-creating the future. Frontiers in Psychology, 11. https://doi.org/http://dx.doi.org/10.3389/fpsyg.2020.568068

Learning how to tap into the therapeutic use of nature may enhance the competencies of professionals working with women and children exposed to domestic violence

Poulsen, D. V., Lygum, V. L., Djernis, H. G., & Stigsdotter, U. K. (2020). Nature is just around us! Development of an educational program for implementation of nature-based activities at a crisis shelter for women and children exposed to domestic violence. Journal of Social Work Practice. https://doi.org/http://dx.doi.org/10.1080/02650533.2019.1703659

Nature Mentors is a program designed to promote ongoing nature engagement among urban youth

Hackett, K. ., Ziegler, M. ., Olson, J. ., Bizub, J. ., Stolley, M. ., Szabo, A. ., … Beyer, K. . (2020). Nature Mentors: A program to encourage outdoor activity and nature engagement among urban youth and families. Journal of Adventure Education and Outdoor Learning. https://doi.org/http://dx.doi.org/10.1080/14729679.2020.1730203

Nature prescription programs are growing faster than the evidence base to support and guide such programs

Kondo, M. ., Oyekanmi, K. ., Gibson, A. ., South, E. ., Bocarro, J. ., & Hipp, J. . (2020). Nature prescriptions for health: A review of evidence and research opportunities. International Journal of Environmental Research and Public Health, 17. https://doi.org/http://dx.doi.org/10.3390/ijerph17124213

Student teachers' nature connectedness and their perceived competence and willingness to teach outdoors are positively associated

Barrable, A. ., & Lakin, L. . (2020). Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: An empirical study. Journal of Adventure Education and Outdoor Learning, 20, 189-201. https://doi.org/http://dx.doi.org/10.1080/14729679.2019.1609999

“Nature trails” concept helps early childhood teachers gain confidence in nature-based education for young children

Lee, C. K., & Bailie, P. E. (2020). Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children. Science Activities, 56, 147-158. https://doi.org/https://doi.org/10.1080/00368121.2020.1742641

Higher tree density around residential addresses and higher levels of greenspace slightly further afield are significantly associated with lower levels of childhood obesity

Mears, M. ., Brindley, P. ., Baxter, I. ., Maheswaran, R. ., & Jorgensen, A. . (2020). Neighborhood greenspace influences on childhood obesity in Sheffield, UK. Pediatric Obesity, 15. https://doi.org/http://dx.doi.org/10.1111/ijpo.12629

Mental models, or drawings, demonstrates students' limited ocean literacy

Liu, S.-C. ., Lin, H.- shyang ., & Tsai, C.-Y. . (2020). Ninth grade students’ mental models of the marine environment and their implications for environmental science education in Taiwan. The Journal of Environmental Education, 51, 72-82.

Norwegian kindergarten children demonstrate knowledge about sustainable development

Melis, C. ., Wold, P. ., Bjørgen, K. ., & Moe, B. . (2020). Norwegian kindergarten children’s knowledge about the environmental component of sustainable development. Sustainability, 12, 1-16. https://doi.org/http://dx.doi.org/10.3390/su12198037

Plants at home positively influenced the emotional well-being of adults during the COVID-19 confinement period

Perez-Urrestarazu, L. ., Kaltsidi, M. P., Nektarios, P. A., Markakis, G. ., Loges, V. ., Perini, K. ., & Fernandez-Canero, R. . (2020). Particularities of having plants at home during the confinement due to the COVID-19 pandemic. Urban Forestry & Urban Greening. https://doi.org/http://dx.doi.org/10.1016/j.ufug.2020.126919

Collaborative efforts between organizations can make forest and nature school opportunities available to more children

Niblett, B. ., Hiscott, K. ., Power, M. ., & McFarlane, H. . (2020). Partnering for outdoor play: A case study of forest and nature school programming in the context of licensed child care in Ottawa, Ontario. Canadian Journal of Environmental Education, 23, 67-85.

Place-based education and indigenous knowledges in Canadian teacher education programs

McVittie, J. ., Webber, G. ., Hellsten, L.-A. M., & Miller, D. . (2020). Pathways, philosophies, and pedagogies: Conversations with teacher educators about the role of place-based learning. Canadian Journal of Environmental Education (CJEE), 23, 33-49.

Camp experience can affect children's environmental knowledge, attitudes and behavior after several months

Cheeseman, A. ., & Wright, T. . (2020). Perspectives from parents: An investigation of the longer-term benefits of an earth education summer camp program. Applied Environmental Education & Communication, 19, 117-128.

Environmental educational programs influenced by the fossil fuel industry promote a positive view of fossil fuels

Eaton, E. M., & Day, N. A. (2020). Petro-pedagogy: fossil fuel interests and the obstruction of climate justice in public education. Environmental Education Research, 26, 457-473.

Physical activity and screen time behaviors can decrease or increase concurrently

Schmidt, S. C. E., Anedda, B. ., Burchartz, A. ., Eichsteller, A. ., Kolb, S. ., Nigg, C. ., … Woll, A. . (2020). Physical activity and screen time of children and adolescents before and during the COVID-19 lockdown in Germany: A natural experiment. Scientific Reports, 10. https://doi.org/http://dx.doi.org/10.1038/s41598-020-78438-4

Planning for a healthier post-COVID world requires attention to the needs of children

Kyriazis, A. ., Mews, G. ., Belpaire, E. ., Aerts, J. ., & Malik, S. A. (2020). Physical distancing, children and urban health: The COVID-19 crisis’ impact on children and how this could affect future urban planning and design policies. Cities and Health. https://doi.org/http://dx.doi.org/10.1080/23748834.2020.1809787

The use of place-making practices for park improvements can potentially support environmental justice in low-income minority communities

Carnahan, A. H., Groshong, L. ., Stanis, S. A. W., Balasubramanyam, V. ., & Kutty, A. . (2020). Place-making practices for park improvements to support environmental justice in a low-income African American neighborhood. Journal of Park and Recreation Administration, 38, 93-111. https://doi.org/http://dx.doi.org/10.18666/JPRA-2019-9676

Nature- and farm-based preschool programs have the potential to positively impact children and their families.

Rymanowicz, K. ., Hetherington, C. ., & Larn, B. . (2020). Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program. The International Journal of Early Childhood Environmental Education, 8, 44-63.

Current and future Greek preschool teachers acknowledge outdoor play benefits but their ideas for promoting play differ

Sakellariou, M. ., & Banou, M. . (2020). Play within outdoor preschool learning environments of Greece: A comparative study on current and prospective Kindergarten Educators. Early Child Development and Care, 192, 887-903. https://doi.org/http://dx.doi.org/10.1080/03004430.2020.1813123

Both childhood and adult nature experiences predict nature connection among adult urban residents

Cleary, A. ., Fielding, K. S., Murray, Z. ., & Roiko, A. . (2020). Predictors of nature connection among urban residents: Assessing the role of childhood and adult nature experiences. Environment and Behavior, 52, 579-610. https://doi.org/http://dx.doi.org/10.1177/0013916518811431

How environmental values vary between Korean and Indonesian pre-service science teachers

Rachmatullah, A. ., Lee, J.-K. ., & Ha, M. . (2020). Preservice science teachers’ ecological value orientation: A comparative study between Indonesia and Korea. The Journal of Environmental Education, 51, 14-28.

Competencies and teaching methods in education for sustainable development in Technical and Vocational programs in Iran

Ghassami, F. ., Yousefi, E. ., & Salehi, E. . (2020). Prioritizing the teaching methods of ESD using an integrated fuzzy entropy–SAW algorithm (case study: technical and vocational schools). Applied Environmental Education & Communication, 19, 205-220.

Commitment to ecological sustainability through eco-picture journaling in Japan

Ito, H. ., & Reid, A. . (2020). Promoting an environmental education project: the eco-picture diary in Yokohama City, Japan. Environmental Education Research, 26, 1656-1675.

Professional development workshop improved educators' confidence with GIS technology

Oda, K. ., Herman, T. ., & Hasan, A. . (2020). Properties and impacts of TPACK-based GIS professional development for in-service teachers. International Research in Geographical & Environmental Education, 29, 40-54.

Making outdoor learning a regular part of school curricula could be an inexpensive way to improve children's psychological wellbeing

Harvey, D. ., Montgomery, L. ., Harvey, H. ., Hall, F. ., Gange, A. ., & Watling, D. . (2020). Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children. Journal of Environmental Psychology, 67. https://doi.org/http://dx.doi.org/10.1016/j.jenvp.2019.101381

Screen time and green time are linked to psychological well-being in contrasting ways

Oswald, T. K., Rumbold, A. R., Kedzior, S. G. E., & Moore, V. M. (2020). Psychological impacts of "screen time" and "green time" for children and adolescents: A systematic scoping review. PLOS ONE, 15, 1-52. https://doi.org/http://dx.doi.org/10.1371/journal.pone.0237725

Long-term impacts of educational interventions in zoos and aquariums

Collins, C. ., Corkery, I. ., McKeown, S. ., McSweeney, L. ., Flannery, K. ., Kennedy, D. ., & O’Riordan, R. . (2020). Quantifying the long-term impact of zoological education: a study of learning in a zoo and an aquarium. Environmental Education Research, 26, 1008-1026.

GIS experts in school curriculum can foster students' understanding of GIS and its real-world applications

Healy, G. ., & Walshe, N. . (2020). Real-world geographers and geography students using GIS: relevance, everyday applications and the development of geographical knowledge. International Research in Geographical & Environmental Education, 29, 178-196.

Canadian provinces with more stringent COVID-related restrictions on outdoor behavior had the greatest decline in outdoor play among children and youth

Lannoy, L. D., Rhodes, R. E., Moore, S. A., Faulkner, G. ., & Tremblay, M. S. (2020). Regional differences in access to the outdoors and outdoor play of Canadian children and youth during the COVID-19 outbreak. Canadian Journal of Public Health. https://doi.org/http://dx.doi.org/10.17269/s41997-020-00412-4

Identities shift through critical food studies courses and intergenerational learning

Lloro-Bidart, T. K., & Sidwell, C. M. (2020). Relational identities and intergenerational learning in an undergraduate critical food studies course. The Journal of Environmental Education, 51, 200-213.

Marine field course evaluations show largely cognitive responses from youth, but also behavioral and affective

Winks, L. ., Ward, M. ., Zilch, J. ., & Woodley, E. . (2020). Residential marine field-course impacts on ocean literacy. Environmental Education Research, 26, 969-988.

Urban park soundscapes can help children recover from stress, with significant differences between boys and girls

Shu, S. ., & Ma, H. . (2020). Restorative effects of urban park soundscapes on children’s psychophysiological stress. Applied Acoustics, 164.

Parents’ views of risky play influence toddlers’ risk-taking outdoor play behaviors

Murray, E. J., & Williams, P. H. (2020). Risk-tasking and assessment in toddlers during nature play: The role of family and play context. Journal of Adventure Education and Outdoor Learning, 20, 259-273. https://doi.org/https://doi.org/10.1080/14729679.2019.1660193

Short field trips positively effect student beliefs about the environment

Moseley, C. ., Summerford, H. ., Paschke, M. ., Parks, C. ., & Utley, J. . (2020). Road to collaboration: Experiential learning theory as a framework for environmental education program development. Applied Environmental Education & Communication, 19, 238-258.

Outdoor learning can broaden and transform curriculum and pedagogy in place-oriented ways

Green, M. ., & Rayner, M. . (2020). School ground pedagogies for enriching children’s outdoor learning. International Journal of Primary, Elementary and Early Years Education, 3-13. https://doi.org/http://dx.doi.org/10.1080/03004279.2020.1846578