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Hearing ancestral voices through creative art –A tool for environmental education for sustainability
The arts and community involvement were used to demonstrate a culturally relevant approach to environmental education.
Silo, N., Khudu-Petersen, K., (2016). Hearing ancestral voices through creative art –A tool for environmental education for sustainability. International Journal of Education & the Arts, 17(9),The impact of environmental education on sense of place among urban youth
Urban environmental education programs shown to improve ecological place meaning
Kudryavtsev, A., Krasny, M., Stedman, R., (2012). The impact of environmental education on sense of place among urban youth. Ecosphere, 3(4),Long-term educational programs in nature parks: Characteristics, outcomes and challenges
Long-term nature-based educational programs achieve student satisfaction and conservation awareness despite little tie to curriculum
Morag, O., Tal, T., Rotem-Keren, T., (2013). Long-term educational programs in nature parks: Characteristics, outcomes and challenges. International Journal of Environmental & Science Education, 8(3),The place of outdoor play in a school community: A case study of recess values
Children develop a sense of competence playing in the woods
Stanley, E., (2011). The place of outdoor play in a school community: A case study of recess values. Children, Youth and Environments, 21(1),Using online narratives to explore participant experiences in a residential environmental education program
Blog entries indicated that connection to place, personal growth, and identity were critical aspects of children’s participation in a residential environmental education program.
Ardoin, N.M., DiGiano, M, O'Connor, K., Holthuis, N., (2016). Using online narratives to explore participant experiences in a residential environmental education program. Children's Geographies, 14(3),Exploring the outdoors together: Assessing family learning in environmental education
Family collaboration enhances learning during nature walks
Zimmerman, H. T., McClain, L. R., (2014). Exploring the outdoors together: Assessing family learning in environmental education. Studies in Educational Evaluation, 41(2014),The land is my school: Children, history, and the environment in the Canadian province of British Columbia
Archival letters reveal children’s learning from their engagement with the land.
Díaz-Díaz, C., Gleason, M., (2016). The land is my school: Children, history, and the environment in the Canadian province of British Columbia. Childhood, 23(2),Community garden: A bridging program between formal and informal learning
Community gardening activities promote relational methods of learning, community development, environmental activism, and cultural integration.
Datta, R., (2016). Community garden: A bridging program between formal and informal learning. Cogent Education, 3(1)Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places
Researcher finds no contradiction between environmental learning and taking children outdoors to play freely in natural environments
Jørgensen, K-A., (2016). Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research, 22(8),Nature by default in early childhood education for sustainability
Early childhood education for sustainability calls for more meaningful engagement of children with nature.
Elliott, S., Young, T., (2016). Nature by default in early childhood education for sustainability. Australian Journal of Environmental Education, 32(1),Social justice, place, and equitable science education: Broadening urban students’ opportunities to learn
Equitable science instruction increases minority students’ science knowledge and interest
Leonard, J., Chamberlin, S.A., Johnson, J.B., Verma, G., (2016). Social justice, place, and equitable science education: Broadening urban students’ opportunities to learn. Urban Review, 48,Weather worlding: Learning with the elements in early childhood
Learning in and with the weather rather than about the weather is proposed as a new approach in early childhood environmental education
Rooney, T., (2018). Weather worlding: Learning with the elements in early childhood. Environmental Education Research, 24(1),The Youth Leading Environmental Change project: A mixed-method longitudinal study across six countries
An environmental justice framework can be an effective way to create motivation for action and help youth better understand the complexity of global climate change and sustainability
Riemer, M., Voorhees, C., Dittmer, L., Alisat, S., Alam, N., Sayal, R., Bidisha, S.H., De Souza, A., Lynes, J., Metternich, A., Mugagga, F., Schweizer-Ries, P., (2016). The Youth Leading Environmental Change project: A mixed-method longitudinal study across six countries. Ecopsychology, 8(3),Young children’s ideas about environment: Perspectives from three early childhood educational settings
Study finds environmental sustainability education effective with young children
Madden, L., Liang, J., (2017). Young children’s ideas about environment: Perspectives from three early childhood educational settings. Environmental Education Research, 23(8),An Australian perspective of a forest school: Shaping a sense of place to support learning
A forest school approach promotes a sense of self, belonging, and relational connections
Cumming, F., Nash, M., (2015). An Australian perspective of a forest school: Shaping a sense of place to support learning. Journal of Adventure Education and Outdoor Learning, 15(4),Children and nature in Tukum Village: Indigenious education and biophilia
Educational experiences of indigenous children promote biophilia and environmental awareness
Profice, C., Santos, G.M., dos Anjos, N.A., (2016). Children and nature in Tukum Village: Indigenious education and biophilia. Journal of Child and Adolescent Behavior, 4(6)Green inclusion: Biophilia as a necessity
Environmental education promotes the inclusion of children with special needs and addresses their biophilic needs
Stavrianos, A., (2016). Green inclusion: Biophilia as a necessity. British Journal of Special Education, 43(4),Tomorrow's leaders and today's agents of change? Children, sustainability education and environmental governance
Engaging children as “agents of change” for the environment should be based on a consideration of structural and relational dimensions of environmental knowledge transmission
Walker, C., (2017). Tomorrow's leaders and today's agents of change? Children, sustainability education and environmental governance. Children & Society, 31,Children and nature: Following the trail to environmental attitudes and behavior
Decades of research points to connection between childhood time in nature and environmental attitudes
Wells, N. M., Lekies, K. S., (2012). Children and nature: Following the trail to environmental attitudes and behavior. In: J. Dickinson and R. Bonney (Eds.) Citizen Science: public collaboration in environmental research. Ithaca, NY: Cornell University Press.,An ethnographic comparison of real and virtual reality field trips to Trillium Trail: The salamander find as a salient event
Real field trips provide better overall learning environments than virtual field trips
Harrington, M. C. R., (2009). An ethnographic comparison of real and virtual reality field trips to Trillium Trail: The salamander find as a salient event. Children, Youth and Environments, 19(1),The child in the garden: An evaluative review of the benefits of school gardening
School gardens positively impact children's learning and behavior
Blair, D., (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education, 40(2),The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior
Direct nature experiences are important for changing environmental attitudes and behavior
Duerden, M. D., Witt, P. A., (2010). The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior. Journal of Environmental Psychology, 30(4),Biodiverse or barren school grounds: Their effects on children
Green schoolyards provide rich play environments
Samborski, S., (2010). Biodiverse or barren school grounds: Their effects on children. Children, Youth and Environments, 20(2),Biocentric reasoning in children: Implications in science and environmental education
Children express biocentric perspectives despite little exposure to animals in natural areas
Almedia, A., Strecht-Ribeiro, O., Vasconcelos, C., (2011). Biocentric reasoning in children: Implications in science and environmental education. Proceedings of the ESERA 2011 Conference: Science Learning and Citizenship., 8,Experience in local urban wildlife research enhances a conservation education programme with school children
Nature-based experiences with academic mentors in urban environments enhances students' awareness and interest
Awasthy, M., Popovic, A. Z., Linklater, W. L., (2012). Experience in local urban wildlife research enhances a conservation education programme with school children. Pacific Conservation Biology, 18(1),The nature of udeskole: Outdoor learning theory and practice in Danish schools
Outdoor education in the context of Danish "udeskole" provides insights into best practices and practical challenges
Bensten, P., Jensen, F. S., (2012). The nature of udeskole: Outdoor learning theory and practice in Danish schools. Journal of Adventure Education and Outdoor Learning, 12(3),Promoting science outdoor activities for elementary school children: Contributions from a research laboratory
Children enjoy, but could use more practice with, nature-based scientific research
Boaventura, D., Faria, C., Chagas, I., Galvãoc, C., (2013). Promoting science outdoor activities for elementary school children: Contributions from a research laboratory. International Journal of Science Education, 35(5),Effects of integrating garden-based learning and E-learning into life education
Garden-based learning strengthens student's life learning and positive attitudes
Chen, M.L., Lou, S., Shih, R., (2013). Effects of integrating garden-based learning and E-learning into life education. Life Science Journal, 10(2),Moulding urban children towards environmental stewardship: the Table Mountain National Park experience
Participation in short-term nature-based learning activities promotes positive environmental attitudes for urban children
Ferreira, S., (2012). Moulding urban children towards environmental stewardship: the Table Mountain National Park experience. Environmental Education Research, 18(2),Promoting connectedness with nature through environmental education
Age and academic level may predict children's connectedness to nature and the success of environmental education in enhancing connectedness
Lieflander, A., Frohlich, G., Bogner, F. X., Schultz, P. W., (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3),Use of the outdoor classroom and nature-study to support science and literacy learning: A narrative case study of a third-grade classroom
Nature provides a meaningful context for integrated science and literacy learning and contributes to student achievement on standardized tests
Eick, C. J., (2012). Use of the outdoor classroom and nature-study to support science and literacy learning: A narrative case study of a third-grade classroom. Journal of Science Teacher Education, 23(7),Urban environmental education: Leveraging technology and ecology to engage students in studying the environment
Science self-efficacy and environmental stewardship of high school students improved through participation in an intensive summer urban ecology program
Barnett, M., Vaughn, M., Strauss, E., Cotter, L., (2011). Urban environmental education: Leveraging technology and ecology to engage students in studying the environment. International Research in Geographical and Environmental Education, 20(3),The REAL team: A cooperative student training program in rapid ecological assessment
Ecological internship program is model for valuable educational and work experience
Farnsworth, E. J., Holsinger, K. E., Mehrhoff, L. J., Murray, N., Preston, J., Silander, J. A., (2001). The REAL team: A cooperative student training program in rapid ecological assessment. BioScience, 51(10),California Conservation Corps offers youth career development opportunities
Conservation core program supports career development of youth not attending college
Stanley, S., (2002). California Conservation Corps offers youth career development opportunities. California Agriculture, 56(2),Child-orientated environmental education influences adult knowledge and household behaviour
Children's environmental education influences parental knowledge and household environmental behavior
Damerell, P., Howe, C., Milner-Gulland, E.J., (2013). Child-orientated environmental education influences adult knowledge and household behaviour. Environmental Research Letters, 8(1),Caring for the Earth: Generativity as a mediator for the prediction of environmental narratives from identity among activists and nonactivists
Life stories show relationships between environmental identity and generativity among environmental activitists and nonactivists
Alisat, S., Norris, J. E., Pratt, M. W., Matsuba, M. K., McAdams, D. P., (2014). Caring for the Earth: Generativity as a mediator for the prediction of environmental narratives from identity among activists and nonactivists. Identity: An International Journal of Theory and Research, 14(13),A comparative study of the impacts and students' perceptions of indoor and outdoor learning in the science classroom
Outdoor learning complements indoor learning by improving student performance and increasing student participation and enjoyment in science learning activities
Dhanapal, S., Lim, C. C. Y., (2013). A comparative study of the impacts and students' perceptions of indoor and outdoor learning in the science classroom. Asia-Pacific Forum on Science Learning and Teaching, 14(2),Green schoolyards as havens from stress and resources for resilience in childhood and adolescence
Natural schoolyards decrease stress, strengthen attention, reduce behavior problems, and enhance factors associated with resilience in children of all ages
Chawla, L., Keena, K., Pevec, I., Stanley, E., (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28,Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context
Outdoor learning improves long-term memory of course content and increases positive student attitudes
Fägerstam, E., Blom, J., (2013). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context. Journal of Adventure Education and Outdoor Learning, 13(1),The effect of a horseshoe crab citizen science program on middle school student science performance and STEM career motivation
Citizen science program for middle school students has positive effects with potential for STEM career motivation
Hiller, S. E., Kitsantas, A., (2014). The effect of a horseshoe crab citizen science program on middle school student science performance and STEM career motivation. School Science and Mathematics, 114(6),Diversity in the outdoors --National Outdoor Leadership School students' attitudes about wilderness
Wilderness attitudes of students with and without scholarship support are enhanced through National Outdoor Leadership School courses
Gress, S., Hall, T., (2017). Diversity in the outdoors --National Outdoor Leadership School students' attitudes about wilderness. Journal of Experiential EducationEducation for sustainable development in early childhood education: A review of the research literature
A research review of early childhood education for sustainability illustrates teachers’ differing definitions and changes in practice over time
Hedefalk, M., Almqvist, J., Ostman, L., (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7),Food for thought: The intersection of gardens, education, and community at Edible Schoolyard New Orleans
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(3),Geotheorizing mountain-child relations within anthropogenic inheritances
Early childhood pedagogy based on relationality rather than separation could serve as a form of resistance to an extractive relationship with the more-than-human world
Nxumalo, F., (2017). Geotheorizing mountain-child relations within anthropogenic inheritances. Children's Geographies, 15(5),Love and social justice in learning for sustainability
Learning for sustainability requires a social justice approach applicable to both humans and the more-than-human world
Griffiths, M., Murray, R., (2017). Love and social justice in learning for sustainability. Ethics and EducationEducation for sustainable development, nature, and vernacular learning
Nurturing a sense of wonder, joy, and belonging in learners as they experience nature is vital to developing an ethic of care for the planet
Selby, D., (2017). Education for sustainable development, nature, and vernacular learning. CEPS Journal, 7(1),Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors
Sustainable school design promotes students’ pro-environmental attitudes and behaviors
Tucker, R., Izadpanahi, P., (2017). Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors. Journal of Environmental Psychology, 51,No-self, natural sustainability and education for sustainable development
Education based on natural sustainability highlights the non-dual relation between the self and the rest of the natural world
Wang, D-L., (2017). No-self, natural sustainability and education for sustainable development. Educational Philosophy and Theory, 49(5),'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability
Children’s ideas about sustainability are developed through experiential, investigative, sensorial and place-oriented ways of learning
Green, M., (2017). 'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability. Childhood, 24(2),MADE POSSIBLE WITH SUPPORT FROM:
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