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 1501 - 1550 of 2107

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Joint Attention: Family Learning Talk in Museums

Povis, K. T., & Crowley, K. J. (2015). Family Learning in Object-Based Museums: The Role of Joint Attention. Visitor Studies, 18, 168-182.

Connecting with nature is one path to flourishing in life

Capaldi, C. A., Passmore, H. ., Nisbet, E. ., Zelenski, J. ., & Dopko, R. L. (2015). Flourishing in nature: A review of the benefits of connecting with nature and its application as a wellbeing intervention. International Journal of Wellbeing, 5, 1-16.

Edible schoolyard garden in New Orleans promotes students' food security, environmental knowledge, and emotional and social well-being

Fakharzadeh, S. . (2015). Food for thought: The intersection of gardens, education, and community at Edible Schoolyard New Orleans. Children, Youth and Environments, 25, 175-187.

Garden programs positively influenced students' and teachers' lives in an impoverished community

Wagenfeld, A. ., & Whitfield, E. . (2015). Going, doing, gardening: School gardens in the underrepresented communities of LakeWorth, Palm Springs, and Greenacres, Florida. Children, Youth and Environments, 25, 119-131. https://doi.org/http://dx.doi.org/10.7721/chilyoutenvi.25.1.0119

Improvement in cognitive development was associated with surrounding greenness, particularly with greenness at schools

Dadvand, P. ., Nieuwenhuijsen, M. ., Esnaola, M. ., Forns, J. ., Basagaña, X. ., Alvarez-Pedrerol, M. ., … Sunyer, J. . (2015). Green spaces and cognitive development in primary schoolchildren. Proceedings of the National Academy of Sciences, 112, 7937-7942. https://doi.org/http://dx.doi.org/10.1073/pnas.1503402112

Recommendations to encourage Extension agents to deliver effective climate change education

Monroe, M. C., Plate, R. R., Adams, D. C., & Wojcik, D. J. (2015). Harnessing homophily to improve climate change education. Environmental Education Research, 21, 221-238.

Review finds modifications to the urban built environment yield some positive health-related outcomes

Audrey, S. ., & Batista-Ferrer, H. . (2015). Healthy urban environments for children and young people: A systematic review of intervention studies. Health & Place, 36, 97-117. https://doi.org/http://dx.doi.org/10.1016/j.healthplace.2015.09.004

Climate Change: Hope's Role in Pro-Environmental Behavior

Ojala, M. . (2015). Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation. The Journal of Environmental Education, 46, 133-148.

Interdisciplinary Projects Aid Integration of Sustainability Education

Warner, B. P., & Elser, M. . (2015). How Do Sustainable Schools Integrate Sustainability Education? An Assessment of Certified Sustainable K–12 Schools in the United States. The Journal of Environmental Education, 46, 1-22.

Both place and activity influenced children's perception of restorativeness in three different experimental conditions with varying degrees of naturalness

Berto, R. ., Pasini, M. ., & Barbiero, G. . (2015). How does psychological restoration work in children? An exploratory study. Journal of Child and Adolescent Behavior, 3. https://doi.org/http://dx.doi.org/10.4172/2375-4494.1000200

Enhanced immune functioning is identified as a possible central pathway linking contact with nature and human health

Kuo, M. . (2015). How might contact with nature promote human health? Promising mechanisms and a possible central pathway. Frontiers in Psychology, 6. https://doi.org/http://dx.doi.org/10.3389/fpsyg.2015.01093

Service Learning for Pre-Service Teachers: Community Partner Responses

Hildenbrand, S. M., & Schultz, S. M. (2015). Implementing Service Learning in Pre-Service Teacher Coursework. Journal of Experiential Education, 38, 262-279.

The greening of an outdoor playspace led to an increase in the variety and level of infants' and toddlers' movement and physical activity

Morrissey, A.-M. ., Scott, C. ., & Wishart, L. . (2015). Infant and toddler responses to a redesign of their childcare outdoor play space. Children, Youth & Environments, 25, 29-56. https://doi.org/http://dx.doi.org/10.7721/chilyoutenvi.25.1.0029

Children participating in a nature-based play therapy program demonstrated an increase in on-task behaviors and a decrease in behavior problems

Swank, J. ., Shin, S. ., Cabrita, C. ., Cheung, C. ., & Rivers, B. . (2015). Initial investigation of nature-based, child-centered play therapy: A single-case design. Journal of Counseling & Development, 93, 440-450. https://doi.org/http://dx.doi.org/10.1002/jcad.12042

Using Augmented Reality Technology to Enhance Marine Education for Children

Lu, S.-J. ., & Liu, Y.-C. . (2015). Integrating augmented reality technology to enhance children’s learning in marine education. Environmental Education Research, 21, 525-541.

Ambient learning displays may be one step toward encouraging environmental learning

Börner, D. ., Kalz, M. ., & Specht, M. . (2015). It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace. Environmental Education Research, 21, 899-915.

Neighborhood nature may help create a strong sense of place in youth

Kroencke, R. ., Hormann, K. ., Heller, E. ., Bizub, J. ., Zetts, C. ., & Beyer, K. M. M. (2015). Knowledge of neighborhood nature is associated with strong sense of place among Milwaukee youth. Children, Youth and Environments Quarterly, 25, 129-144. https://doi.org/http://dx.doi.org/10.7721/chilyoutenvi.25.3.0129

Place- and Community-Based Education in China Contribute to Learning Outcomes and Personal Growth

Efird, R. . (2015). Learning places and ‘little volunteers’: an assessment of place- and community-based education in China. Environmental Education Research, 21, 1143-1154.

For most children, cities can offer a variety of positive nature-related opportunities, but biodiversity enhancement is called for in lower socio-economic neighborhoods

Freeman, C. ., van Heezik, Y. ., & Hand, K. . (2015). Making cities more child- and nature-friendly: A child-focused study of nature connectedness in New Zealand cities. Children, Youth and Environments, 25, 176-207. https://doi.org/http://dx.doi.org/10.7721/chilyoutenvi.25.2.0176

How Children Imbue Recycling Symbols with Meaning

Ljung-Djärf, A. ., Åberg-Bengtsson, L. ., Ottosson, T. ., & Beach, D. . (2015). Making sense of iconic symbols: a study of preschool children conducting a refuse-sorting task. Environmental Education Research, 21, 256-274.

Differing Perceptions of Sustainable Consumption and the Role of Habits as Barriers to Sustainability

Roy, D. ., Verplanken, B. ., & Griffin, C. . (2015). Making Sense of Sustainability: Exploring the Subjective Meaning of Sustainable Consumption. Applied Environmental Education & Communication, 14, 187-195.

Applying the Concept of Social Capital to Environmental Education

Krasny, M. E., Kalbacker, L. ., Stedman, R. C., & Kudryavtsev, A. . (2015). Measuring social capital among youth: Applications in environmental education. Environmental Education Research, 21, 1-23. https://doi.org/http://dx.doi.org/10.1080/13504622.2013.843647

Considerations for reviewing research on outdoor adventure education

Scrutton, R. ., & Beames, S. . (2015). Measuring the unmeasurable: Upholding rigor in quantitative studies of personal and social development in outdoor adventure education. Journal of Experiential Education, 38, 8-25.

Developing Leadership Skills Through Service-Learning Courses

Lester, S. W. (2015). Melding Service Learning and Leadership Skills Development: Keys to Effective Course Design. Journal of Experiential Education, 38, 280-295.

Teaching Mitigation and Adaptation Strategies for Climate Change

Bofferding, L. ., & Kloser, M. . (2015). Middle and high school students’ conceptions of climate change mitigation and adaptation strategies. Environmental Education Research, 21, 275-294.

Distance between home and green/open spaces is associated with the amount of time children watch TV

Aggio, D. ., Smith, L. ., Fisher, A. ., & Hamer, M. . (2015). Mothers’ perceived proximity to green space is associated with TV viewing time in children: The Growing Up in Scotland study. Preventive Medicine, 70, 46-49. https://doi.org/http://dx.doi.org/10.1016/j.ypmed.2014.11.018

Best Practices Using Mystery Shopping Methods

Peterman, K. ., & Young, D. . (2015). Mystery Shopping: An Innovative Method for Observing Interactions With Scientists During Public Science Events. Visitor Studies, 18, 83-102.

Nature experience reduces mental health risk factors

Bratman, G. ., Hamilton, P. ., Hahn, K. ., Daily, G. ., & Gross, J. . (2015). Nature experience reduces rumination and subgenual prefrontal cortex activation. PNAS, 112, 8567-8572. https://doi.org/http://dx.doi.org/10.1073/pnas.1510459112

Access to green areas may disrupt the usual conversion of socioeconomic inequalities to inequalities in mental well-being

Mitchell, R. ., Richardson, E. ., Shortt, N. ., & Pearce, J. . (2015). Neighborhood environments and socioeconomic inequalities in mental well-being. American Journal of Preventive Medicine, 49, 80-84. https://doi.org/http://dx.doi.org/10.1016/j.amepre.2015.01.017

Parents identify intrapersonal, interpersonal, and structural constraints as barriers to family engagement in nature-based outdoor activities

Shaw, K. ., Anderson, D. ., & Barcelona, B. . (2015). Parental perceptions of constraints to family participation in nature-based, outdoor experiences. Journal of Outdoor Recreation, Education, and Leadership, 7, 3-19. https://doi.org/http://dx.doi.org/10.7768/1948-5123.1241

Children perceive green playgrounds to be more restorative than built playgrounds

Bagot, K. L., Allen, F. C. L., & Toukhasati, S. . (2015). Perceived restorativeness of children’s school playground environments: Nature, playground features and play period experiences. Journal of Environmental Psychology, 41, 1-9. https://doi.org/http://dx.doi.org/10.1016/j.jenvp.2014.11.005

Shared Perspectives on the Purpose of Environmental Education between Practitioners

Fraser, J. ., Gupta, R. ., & Krasny, M. E. (2015). Practitioners’ perspectives on the purpose of environmental education. Environmental Education Research, 21, 777-800.

Using Constructive Conflict to Correct Climate Change Misconceptions

Karpudewan, M. ., Roth, W.-M. ., & Chandrakesan, K. . (2015). Remediating misconception on climate change among secondary school students in Malaysia. Environmental Education Research, 21, 631-648.

Using Communication Theory to Unpack Environmental Behavior

Priest, S. H., Greenhalgh, T. ., Neill, H. R., & Young, G. R. (2015). Rethinking Diffusion Theory in an Applied Context: Role of Environmental Values in Adoption of Home Energy Conservation. Applied Environmental Education & Communication, 14, 213-222.

Encounters with wild animals provoke a sense of responsibility among 9th graders

Gannon, S. . (2015). Saving Squawk? Animal and human entanglement at the edge of the lagoon. Environmental Education Research. https://doi.org/http://dx.doi.org/10.1080/13504622.2015.1101752

Garden-based learning can positively impact academic performance and promote fruit and vegetable consumption

Berezowitz, C. ., Yoder, A. ., & Scholler, D. . (2015). School gardens enhance academic performance and dietary outcomes in children. Journal of School Health, 85, 508-518.

Contact with natural environments may promote community cohesion and reduce crime

Weinstein, N. ., Balmford, A. ., DeHaan, C. ., Gladwell, V. ., Bradbury, R. ., & Amano, T. . (2015). Seeing community for the trees: The links among contact with natural environments, community cohesion, and crime. Bioscience, 65, 1141–1153. https://doi.org/http://dx.doi.org/10.1093/biosci/biv151

Children's encounters with nature provoke aesthetic versus scientific interpretations

White, E. . (2015). Seeing is believing? Insights from young children in nature. International Journal of Early Childhood, 47, 171-188. https://doi.org/http://dx.doi.org/10.1007/s13158-014-0118-5

Fostering Specific Attitudes and Beliefes for Pro-Environmental Behavior

Carmi, N. ., Arnon, S. ., & Orion, N. . (2015). Seeing the forest as well as the trees: general vs. specific predictors of environmental behavior. Environmental Education Research, 21, 1011-1028.

Divergent and Shared Understandings of Environmental Issues in Kenya

Quigely, C. F., Dogbey, J. ., Che, M. ., & Hallo, J. . (2015). Shared understandings: environmental perspectives of Kenyan community members and teachers. Environmental Education Research, 21, 1079-1104.

Building Citizenship Skills: Developing Locally Relevant Sustainability Education Curricula

Ireland, J. J. T., & Monroe, M. C. (2015). Should We Use Wood for Energy? An Education for Sustainable Development Case Study. Applied Environmental Education & Communication, 14, 82-89.

How Significant Life Experiences Impact Environmental Action

Li, D. ., & Chen, J. . (2015). Significant life experiences on the formation of environmental action among Chinese college students. Environmental Education Research, 21, 612-630.

Pedagogy Is a Critical Aspect of Field Trips to Natural Environments

Alon, N. L., & Tal, T. . (2015). Student self-reported learning outcomes of field trips: The pedagogical impact. International Journal of Science Education, 37, 1279-1298.

Successful Sustainability Education Practices

Green, M. ., & Somerville, M. . (2015). Sustainability education: researching practice in primary schools. Environmental Education Research, 21, 832-845.

Sustainability in the Next Generation Science Standards

Feinstein, N. W., & Kirchgasler, K. L. (2015). Sustainability in science education? How the Next Generation Science Standards approach sustainability, and why it matters. Science Education, 99, 121-144.

A walk in a natural area produced both affective and cognitive benefits

Bratman, G. ., Daily, G. ., Levy, B. ., & Gross, J. . (2015). The benefits of nature experience: Improved affect and cognition. Landscape and Urban Planning, 138, 41-50. https://doi.org/http://dx.doi.org/10.1016/j.landurbplan.2015.02.005

Improving Professional Development for Science Educators

Velardi, S. H., Folta, E. ., Rickard, L. ., & Kuehn, D. . (2015). The Components of Effective Professional Development for Science Educators: A Case Study With Environmental Education Program Project Learning Tree. Applied Environmental Education & Communication, 14, 223-231.

Enhancing Science Knowledge Through School Gardens

Wells, N. M., Myers, B. ., Todd, L. ., Barale, K. ., Gaolach, B. ., Ferenz, G. ., … Franz, N. . (2015). The effects of school gardens on children’s science knowledge: A randomized controlled trial of low-income elementary schools. International Journal of Science Education, 37, 2858-2878. https://doi.org/http://dx.doi.org/10.1080/09500693.2015.1112048

A school garden intervention – consisting of both garden-related lessons and gardening activities – had a positive effect on children's knowledge of plant science and nutritional science

Linking positive empathy to prosocial behaviors, social connection, and well-being

Morelli, S. A., Lieberman, M. D., & Zaki, J. . (2015). The Emerging Study of Positive Empathy. Social and Personality Psychology Compass, 9, 57-68.