• Smith et al. (2012) found that both injunctive norms (perceptions of what others think one should do) and descriptive norms (perceptions of what others actually do) influence environmental intentions.
• Boyes and Stanisstreet (2012) suggest that environmental education should target specific actions to encourage environmental behaviors effectively.
• Matthies et al. (2012) highlight the role of parental behavior in developing behavior-specific environmental norms in children, using recycling and re-use behavior as an example.
• Ceaser (2012) presents a case study of a school promoting environmental action through critical environmental education, focusing on urban farming.
• Darner (2012) conducted a study testing self-determination theory as a guide to fostering environmental motivation and found that a course decreased students' lack of motivation for pro-environmental behavior.
• Erdogan et al. (2012) developed and validated the Children's Responsible Environmental Behavior Scale to measure children's behavior.

Evaluation

• Arslan et al. (2012) developed a three-tier diagnostic test to assess pre-service teachers' misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain.
• Skibins et al. (2012) suggest that more research is needed to identify best practices in interpretation.
• Brandstädter et al. (2012) explore different concept-mapping practices to assess system thinking in science education.
• Johnson et al. (2012) found a positive relationship between place-based learning and improvements in environmental quality.

Sense of Place

• Ardoin et al. (2012) conducted a confirmatory factor analysis to explore the dimensions of place, providing a holistic framework for understanding sense of place.
• Wynveen et al. (2012) found that natural area visitors ascribe place meaning and place attachment to marine settings.

Teaching Methods

• Cakici and Bayir (2012) used role play to develop children's views of the nature of science.
• McGregor (2012) conducted a pilot study using drama to re-invigorate elementary science pedagogy for young children.
• McMahon (2012) conducted case studies on interactive whole-class teaching in primary science, emphasizing the communicative approach and pedagogic purposes.
• Porter et al. (2012) compared the effectiveness of a classroom teacher and an outside presenter for climate change education.
• Shepardson et al. (2012) emphasize the need for a holistic understanding of the climate system to effectively conceptualize climate change in climate and environmental education.
• Smetana and Bell (2012) reviewed the literature on computer simulations to support science instruction and learning.
• Van Winkle (2012) compared the cognitive load and learning outcomes of audio tours and guided tours.
• Berland and Lee (2012) studied small-group argumentation and identified certain student behaviors that help move groups from arguments to consensus.

Professional Development

• Ernst and Tornabene (2012) examined the perceptions of preservice early childhood educators regarding outdoor settings as learning environments.
• Lambert et al. (2012) assessed elementary science methods students' understanding of global climate change after climate training.
• Puk and Stibbards (2012) explored systemic ecological illiteracy and the act of thought in higher learning.
• Biggers and Forbes (2012) investigated the balance between teacher and student roles in elementary classrooms and how preservice elementary teachers learn about the inquiry continuum.

Other Research

• Ojala (2012) found that hope plays an important role in engaging young people in environmental issues.
• Ojala (2012) studied children's coping strategies, engagement, and well-being in the face of global climate change.