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 637 - 648 of 2426
Balancing technology and outdoor learning: Implications for early childhood teacher educators
Siskind, D., Conlin, D., Kim, S., Barnes, A., & Yaya-Bryson, D. (2020). Balancing technology and outdoor learning: Implications for early childhood teacher educators. Journal of Early Childhood Teacher Education. http://dx.doi.org/10.1080/10901027.2020.1859024
Marine field course evaluations show largely cognitive responses from youth, but also behavioral and affective
Winks, Lewis, Ward, Mark, Zilch, Joseph, & Woodley, Ewan. (2020). Residential marine field-course impacts on ocean literacy. Environmental Education Research, 26, 969-988.
Increasing children's climate change awareness through a hands-on after school climate change program
Trott, Carlie D. (2020). Children’s constructive climate change engagement: Empowering awareness, agency, and action. Environmental Education Research, 26, 532-554.
BP influences STEM education and promotes oil industry interests
Tannock, Stuart. (2020). The oil industry in our schools: from Petro Pete to science capital in the age of climate crisis. Environmental Education Research, 26, 474-490.
Strong influences from the petroleum industry lessens pre-service teachers' willingness to teach about climate change
Skarstein, Frode. (2020). Climate beliefs in an oil-dependent economy: Norwegian pre-service science teachers’ attitudes towards climate change. Environmental Education Research, 26, 491-510.
Key competencies in South Korea's environmental education curriculum
Seo, Eunjung, Ryu, Jaemyong, & Hwang, Seyoung. (2020). Building key competencies into an environmental education curriculum using a modified Delphi approach in South Korea. Environmental Education Research, 26, 890-914.
The flipped classroom and challenged-based learning methods are effective at integrating sustainability in higher education
Rodríguez-Chueca, Jorge, Molina-García, Agustín, García-Aranda, César, Pérez, Javier, & Rodríguez, Encarnación. (2020). Understanding sustainability and the circular economy through flipped classroom and challenge-based learning: an innovative experience in engineering education in Spain. Environmental Education Research, 26, 238-252.
The Self-Perceived Action Competence for Sustainability Questionnaire is valid for measuring action competence within environmental and sustainability education
Olsson, Daniel, Gericke, Niklas, Sass, Wanda, & de Pauw, Jelle Boeve-. (2020). Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument. Environmental Education Research, 26, 742-760.
Exploring the three dimensions of sustainable development in Norwegian curriculum
Munkebye, Eli, Scheie, Eldri, Gabrielsen, Anja, Jordet, Arne, Misund, Stig, Nergård, Tone, & Øyehaug, Anne Bergljot. (2020). Interdisciplinary primary school curriculum units for sustainable development. Environmental Education Research, 26, 795-811.
Childhood nature experiences lead to sustainable food choices in adulthood
Molinario, Erica, Lorenzi, Caterina, Bartoccioni, Flavia, Perucchini, Paola, Bobeth, Sebastian, Colléony, Agathe, … Bonaiuto, Marino. (2020). From childhood nature experiences to adult pro-environmental behaviors: An explanatory model of sustainable food consumption. Environmental Education Research, 26, 1137-1163.
National parks should utilize waste reduction communication strategies that acknowledge moral norms and perceived difficulty
Miller, Zachary D., Lawhon, Ben, Taff, Derrick, Schwartz, Forrest, & Newman, Peter. (2020). Identifying strategies to reduce visitor-generated waste in national parks of the United States: the Zero Landfill Initiative. Applied Environmental Education & Communication, 19, 303-316.
Gender and race/ethnicity influence on environmental identity in undergraduate students
Miao, Ruolin E., & Cagle, Nicolette L. (2020). The role of gender, race, and ethnicity in environmental identity development in undergraduate student narratives. Environmental Education Research, 26, 171-188.