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, ee360+, and the U.S. Forest Service. Learn more.
Displaying 1213 - 1224 of 2458
Less immune activation following social stress in rural vs. urban participants raised with regular or no animal contact, respectively
Böbel, T.S., Hackl, S.B., Langgartner, D., Jarczok, M.N., Rohleder, N., Rook, G.A., … Reber, S.O. (2018). Less immune activation following social stress in rural vs. urban participants raised with regular or no animal contact, respectively. PNAS, 115(20), 6. http://dx.doi.org/10.1073/pnas.1719866115
Green breaks: The restorative effect of the school environment's green areas on children's cognitive performance
Amicone, G., Petruccelli, I., De Dominicis, S., Gherardini, A., Costantino, V., Perucchini, P., & Bonaiuto, M. (2018). Green breaks: The restorative effect of the school environment’s green areas on children’s cognitive performance. Frontiers in Psychology, 9. http://dx.doi.org/10.3389/fpsyg.2018.01579
Research note: Relationship between childhood nature play and adulthood participation in nature-based recreation among urban residents in Tokyo area
Hosaka, T., Numata, S., & Sugimoto, K. (2018). Research note: Relationship between childhood nature play and adulthood participation in nature-based recreation among urban residents in Tokyo area. Landscape and Urban Planning, 180, 4. http://dx.doi.org/10.1016/j.landurbplan.2018.08.002
Early childhood educators’ perceptions of nurturing spirituality in secular settings
Mata-McMahon, J., Haslip, M. J., & Schein, D. L. (2018). Early childhood educators’ perceptions of nurturing spirituality in secular settings. Early Child Development and Care, 189(14), 19. http://dx.doi.org/10.1080/03004430.2018.1445734
Assessment of importance and characteristics of biophilic design patterns in a children’s library
Lee, H. C., & Park, S. J. (2018). Assessment of importance and characteristics of biophilic design patterns in a children’s library. Sustainability , 10. http://dx.doi.org/10.3390/su10040987
Outdoor learning spaces: The case of forest school
Harris, F. (2017). Outdoor learning spaces: The case of forest school. AREA. http://dx.doi.org/10.1111/area.12360
Sandboxes, loose parts, and playground equipment: A descriptive exploration of outdoor play environments
Olsen, H., & Smith, B. (2017). Sandboxes, loose parts, and playground equipment: A descriptive exploration of outdoor play environments. Early Child Development and Care, 187(5-6), 14. http://dx.doi.org/10.1080/03004430.2017.1282928
The healing balm of nature: Understanding and supporting the naturalist intelligence in individuals diagnosed with ASD
Armstrong, T. (2017). The healing balm of nature: Understanding and supporting the naturalist intelligence in individuals diagnosed with ASD. Physics of Life Reviews, 20, 3. http://dx.doi.org/10.1016/j.plrev.2017.01.012
Pre-Service Teachers' Knowledge of Food Systems
Yamashita, Lina, Hayes, Kathryn, & Trexler, Cary J. (2017). How pre-service teachers navigate trade-offs of food systems across time scales: a lens for exploring understandings of sustainability. Environmental Education Research, 23, 365-397.
Science Majors Better Understand Climate Change
Wodika, Alicia, & Schoof, Justin. (2017). Assessing climate change education on a Midwestern college campus. Applied Environmental Education & Communication, 16, 262-275.
Effects of park design on visitors' experiences, attitudes, and communications
Typhina, Eli. (2017). Urban park design + love for nature: Interventions for visitor experiences and social networking. Environmental Education Research, 23, 1169-1181.
Climate Change Education at Informal Science Institutions Should Emphasize Action
Stylinski, Cathlyn, Heimlich, Joe, Palmquist, Sasha, Wasserman, Deborah, & Youngs, Renae. (2017). Alignment between informal educator perceptions and audience expectations of climate change education. Applied Environmental Education & Communication, 16, 234-246.