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 421 - 432 of 2426
Storylines can be beneficial for student learning in EE and science education
Lindgren, Samantha, Morris, Kristi, & Price, Amanda. (2021). Designing environmental storylines to achieve the complementary aims of environmental and science education through science and engineering practices. The Journal of Environmental Education, 52, 239-255.
Professional development program builds confidence in teaching climate change
Li, Christine Jie, Monroe, Martha C., Oxarart, Annie, & Ritchie, Tracey. (2021). Building teachers’ self-efficacy in teaching about climate change through educative curriculum and professional development. Applied Environmental Education & Communication, 20, 34-48.
Filmmaking program positively impacts student's perceptions of climate change and resiliency
Leckey, Erin H., Littrell, Megan K., Okochi, Christine, González-Bascó, Ián, Gold, Anne, & Rosales-Collins, Samantha. (2021). Exploring local environmental change through filmmaking: The Lentes en Cambio Climático program. The Journal of Environmental Education, 52, 207-222.
Utilizing problem-based learning to facilitate interdisciplinary pedagogy for political ecology
Kirsop-Taylor, Nick, Appiah, D., Steadman, A., & Huggett, M. (2021). Reflections on integrating the political into environmental education through problem-based learning and political ecology. The Journal of Environmental Education, 52, 1-13.
State standards and political affiliation influence teaching about climate change in TX and CA
Khalidi, Rana, & Ramsey, John. (2021). A comparison of California and Texas secondary science teachers’ perceptions of climate change. Environmental Education Research, 27, 669-686.
A climate change toolkit can make place-based education more effective
Khadka, Akriti, Li, Christine Jie, Stanis, Sonja Wilhelm, & Morgan, Mark. (2021). Unpacking the power of place-based education in climate change communication. Applied Environmental Education & Communication, 20, 77-91.
Collaboration, professional development opportunities, and slow lesson integration may be key for sustainable development education
Hurd, Emily, & Ormsby, Alison A. (2021). Supporting K-12 teachers in the context of whole-school sustainability: four case studies. Applied Environmental Education & Communication, 20, 303-318.
Lessons learned from Taiwan's nationwide education for sustainable development program
Huang, Ying-Syuan, Harvey, Blane, & Asghar, Anila. (2021). Bureaucratic exercise? Education for sustainable development in Taiwan through the stories of policy implementers. Environmental Education Research, 27, 1099-1114.
Short field trips can improve environmental knowledge in urban middle schoolers
Hoover, Katherine Street. (2021). Evaluating impacts of a wetland field trip: a case study with urban middle school students. Applied Environmental Education & Communication, 20, 203-220.
Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh
Khan, M., Bell, S., McGeown, S., & de Oliveira, Silveirinha. (2020). Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh. Landscape Research, 45(1), 16. http://dx.doi.org/10.1080/01426397.2019.1569217
Mutual experiences: Understanding children's play in nature through sensory ethnography
Sanderud, J.R. (2020). Mutual experiences: Understanding children’s play in nature through sensory ethnography. Journal of Adventure Education and Outdoor Learning, 20(2), 12. http://dx.doi.org/10.1080/14729679.2018.1557058
How challenges and peers contribute to social-emotional learning in outdoor adventure education programs
Orson, C. N., McGovern, G., & Larson, R. W. (2020). How challenges and peers contribute to social-emotional learning in outdoor adventure education programs. Journal of Adolescence, 81, 12. https://doi.org/10.1016/j.adolescence.2020.02.014