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 193 - 204 of 2383
Dunlop, Lynda, & Rushton, Elizabeth A. C. (2022). Education for Environmental Sustainability and the Emotions: Implications for Educational Practice. Sustainability, 14(8), 4441+. 10.3390/su14084441
Keith, R. J., Given, L. M., Martin, J. M., & Hochuli, D. F. (2022). Environmental self-identity partially mediates the effects of exposure and connection to nature on urban children’s conservation behaviours. Current Research in Ecological and Social Psychology, 3. https://doi.org/10.1016/j.cresp.2022.100066
Caro, M. S., Canales, J. L., & Guéguen, A. E. (2022). Public space and urban resilience: Children’s perspectives. The case of the hills of Valparaíso, Chile. Children’s Geographies, 20(2), 14. https://doi.org/10.1080/14733285.2021.1925633
Dutta, Deborah. (2022). Environmental Education for Climate Justice: An Indian Perspective. In Oxford Research Encyclopedia of Education. Oxford University Press. Retrieved from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1731
Sover, Katherine, & Walsh, Elizabeth M. (2022). Introduction: Climate Change Education Must Be Education for Justice: Historical and Conceptual Foundations for Centering Equity in Climate Change Education. In Justice and Equity in Climate Change Education. Routledge.
Dahl, A., & Cushing, K. (2022). The grass is greener on this side of the fence: Garden education impacts on low-income elementary school students’ environmental literacy in San José, California. Children, Youth and Environments , 32(2), 22. https://doi.org/10.1353/cye.2022.0015
Fernández, I.C., Pérez-Silva, R., & Villalobos-Araya, E. (2022). Vegetation cover within and around schools in Santiago de Chile: Are schools helping to mitigate urban vegetation inequalities?. Urban Forestry & Urban Greening , 70. https://doi.org/10.1016/j.ufug.2022.127520
Biernacka, M., Łasziewicz, E., & Kronenberg, J. (2022). Park availability, accessibility, and attractiveness in relation to the least and most vulnerable inhabitants. Urban Forestry & Urban Greening, 73. https://doi.org/10.1016/j.ufug.2022.127585
Skalstad, I., & Munkebye, E. (2022). How to support young children’s interest development during exploratory natural science activities in outdoor environments. Teaching and Teacher Education, 120. http://dx.doi.org/10.1016/j.tate.2022.103687
Johnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., … Wells, V. (2022). Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review. International Journal of Environmental Research and Public Health , 19. http://dx.doi.org/10.3390/ijerph19105967
Leger-Goodes, T., Malboeuf-Hurtubise, C., Mastine, T., Généreux, M., Paradis, P-O, & Camden, C. (2022). Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.872544
Martin, G., Reilly, K., Everitt, H., & Gilliland, J. A. (2022). Review: The impact of climate change awareness on children’s mental well-being and negative emotions – a scoping review. Child and Adolescent Mental Health, 27(1), 14. https://doi.org/10.1111/camh.12525