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 1105 - 1116 of 2426
Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences
Almers, E., Askerlund, P., & Kjellstrom, S. (2018). Why forest gardening for children? Swedish forest garden educators’ ideas, purposes, and experiences. The Journal of Environmental Education, 49(3), 18. http://dx.doi.org/10.1080/00958964.2017.1373619
Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy
MacDonald, K., & Breunig, M. (2018). Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy. Journal of Outdoor and Environmental Education. http://dx.doi.org/10.1007/s42322-018-0011-z
A pilot study: Horticulture-related activities significantly reduce stress and salivary cortisol concentration of maladjusted elementary school children
Lee, M.J., Oh, W., Jang, J.S., & Lee, J.Y. (2018). A pilot study: Horticulture-related activities significantly reduce stress and salivary cortisol concentration of maladjusted elementary school children. Complementary Therapies in Medicine, 37, 6. http://dx.doi.org/10.1016/j.ctim.2018.01.004
Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools
Williams, D.R., Brule, H., Kelley, S.S., & Skinner, E.A. (2018). Science in the Learning Gardens (SciLG): A study of students’ motivation, achievement, and science identity in low-income middle schools. International Journal of STEM Education, 5(8). http://dx.doi.org/10.1186/s40594-018-0104-9
Affordances guiding Forest School practice: The application of the ecological dynamics approach
Sharma-Brymer, V., Brymer, E., Gray, T., & Davids, K. (2018). Affordances guiding Forest School practice: The application of the ecological dynamics approach. Journal of Outdoor and Environmental Education, 21, 13. http://dx.doi.org/10.1007/s42322-017-0004-3
Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies
Christiansen, A., Hannan, S., Anderson, K., Coxon, L., & Fargher, D. (2018). Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies. Journal of Outdoor and Environmental Education, 21(1), 15. http://dx.doi.org/10.1007/s42322-017-0001-6
Camper self-concept promotes environmental awareness: A relationship mediated by social inclusion
Cousineau, L.S., Mock, S.E., & Glover, T.D. (2018). Camper self-concept promotes environmental awareness: A relationship mediated by social inclusion. Journal of Youth Development, 12(1-2). http://dx.doi.org/10.5195/jyd.2018.526
Contact with urban forests greatly enhances children's knowledge of faunal diversity
Sampaio, M.B., La Fuente, De, Albuquerque, U.P., Souto, da Silva, & Schiel, N. (2018). Contact with urban forests greatly enhances children’s knowledge of faunal diversity. Urban Forestry & Urban Greening, 30, 6. http://dx.doi.org/10.1016/j.ufug.2018.01.006
Young children claiming their connection with nonhuman nature in their schoolground
Tsevreni, I., & Tigka, A. (2018). Young children claiming their connection with nonhuman nature in their schoolground. Children, Youth and Environments, 28(1), 9. http://dx.doi.org/10.7721/chilyoutenvi.28.1.0119
Adventure education as aesthetic experience
Ingman, B.C. (2018). Adventure education as aesthetic experience. Journal of Adventure Education and Outdoor Learning. http://dx.doi.org/10.1080/14729679.2018.1470015
Positive development outcomes of green schoolyards in low-income neighborhoods can be maintained over time
Bates, C.R., Bohnert, A.M., & Gerstein, D.E. (2018). Green schoolyards in low-income neighborhoods: Natural spaces for positive youth development outcomes. Frontiers in Psychology. http://dx.doi.org/10.3389/fpsyg.2018.00805
Restricted home ranges reduce children’s opportunities to connect to nature: Demographic, environmental and parental influences
Hand, K.L., Freeman, C., Seddon, P.J., Recio, M.R., Stein, A., & van Heezik, Y. (2018). Restricted home ranges reduce children’s opportunities to connect to nature: Demographic, environmental and parental influences. Landscape and Urban Planning, 172, 9. http://dx.doi.org/10.1016/j.landurbplan.2017.12.004