Implementing ecopedagogy as an experiential approach to decolonizing science education

Ecopedagogies empower urban youth to critically examine issues of environmental justice in their community

Zocher, J.L., Hougham, R.J., (2020). Implementing ecopedagogy as an experiential approach to decolonizing science education. Journal of Experiential Education

Nature Mentors: A program to encourage outdoor activity and nature engagement among urban youth and families

Nature Mentors is a program designed to promote ongoing nature engagement among urban youth

Hackett, K.A., Ziegler, M.C., Olson, J.A., Bizub, J., Stolley, M., Szabo, A., Heller, E., Beyer, K.M.M., (2021). Nature Mentors: A program to encourage outdoor activity and nature engagement among urban youth and families. Journal of Adventure Education and Outdoor Learning, 21(1), 35-52.

Increasing Nature Connection in Children: A Mini Review of Interventions

Participant age and length of intervention influence nature connection outcomes of environmental programs

Barrable, A., Booth, D., (2020). Increasing Nature Connection in Children: A Mini Review of Interventions. Frontiers in Psychology, 11

Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection

Early childhood environmental education should place connectedness to nature at the center and have environmental protection as its goal

Barrable, A., (2019). Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection. Education Sciences, 9(1)

An analysis of the educational and health-related benefits of nature-based environmental education in low-income Black and Hispanic children

Nature-based environmental education programs may improve health-related quality of life and STEM capacity in low-income Black and Hispanic youth

Sprague, N., Berrigan, D., Ekenga, C.C., (2020). An analysis of the educational and health-related benefits of nature-based environmental education in low-income Black and Hispanic children. Health Equity, 4(1), 198-210.

Promoting health-related quality of life in minority youth through environmental education and nature contact

Minority youth who participated in an environmental education and nature contact program reported improved overall health-related quality of life

Ekenga, C.C., Sprague, N,, Shobiye, D.M., (2019). Promoting health-related quality of life in minority youth through environmental education and nature contact. Sustainability, 11

Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: An empirical study

Student teachers’ nature connectedness and their perceived competence and willingness to teach outdoors are positively associated

Barrable, A., Lakin, L., (2020). Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: An empirical study. Journal of Adventure Education and Outdoor Learning, 20(3), 189-201.

Connecting high school students with nature – How different guided tours in the zoo influence the success of extracurricular educational programs

Zoo-based education programs can be effective in promoting connection to nature for high school students

Kleespies, M.W., Gübert, J., Popp, A., Hartmann, N., Dietz, C., Spengler, T., Becker, M., Dierkes, P.W., (2020). Connecting high school students with nature – How different guided tours in the zoo influence the success of extracurricular educational programs. Frontiers in Psychology, 11

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

Research on connection with nature and coping with environmental change can benefit from integration

Chawla, L., (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature

What is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence

Integrated approaches used by schools to promote both human health and environmentally aware students are underexplored, and evidence of their effectiveness remain fragmented

Proctor, R., Guell, C., Wyatt, K., Williams, A. J., (2020). What is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence. Health & Place, 64

Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations

Educational gardens offer appropriate real-life contexts for science and environmental teaching from preschool through higher education

Eugenio-Gozalbo, M., Aragón, L., Ortega-Cubero, L., (2020). Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations. Frontiers in Psychology, 11, 1-14.

The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project

Garden-based projects can be effective in promoting preschool children’s scientific and nature-friendly attitudes

Kim, K. J., Jung, E., Han, M., Sohn, J., (2020). The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project. Journal of Research in Childhood Education, 34(4), 538-550.

Children’s preferences for schoolyard features and understanding of ecosystem service innovations – A study in five Swedish preschools

Swedish preschoolers generally ignored new features installed at their schools to enhance biodiversity, perhaps due to their lack of involvement in the process

Almer, E., Askerlund, P., Samuelsson, T., Waite, S., (2020). Children’s preferences for schoolyard features and understanding of ecosystem service innovations – A study in five Swedish preschools. Journal of Adventure Education and Outdoor Learning

Promoting children-nature relations through play-based learning in ecotourism sites

Adults play an essential role in influencing children’s learning about nature and forming positive relationships with nature.

King, H., García-Rosell, J., Noakes, S., (2020). Promoting children-nature relations through play-based learning in ecotourism sites. Journal of Teaching in Travel & Tourism, 20(3), 190-201.

Children's augmented storying in, with and for nature

Augmented storying can invite positive interactions with nature

Kumpulainen, K., Byman, J., Renlund, J., Wong, C. C., (2020). Children's augmented storying in, with and for nature. Education Sciences, 10(149), 1-15.

School ground pedagogies for enriching children's outdoor learning

Outdoor learning can broaden and transform curriculum and pedagogy in place-oriented ways

Green, M., Rayner, M., (2020). School ground pedagogies for enriching children's outdoor learning. International Journal of Primary, Elementary and Early Years Education, 3-13.

School greening: Right or privilege? Examining urban nature within and around primary schools through an equity lens

Considering multiple indicators of green infrastructure and different dimensions of equity may help reduce disparities in urban children’s access to nature

Baro, F., Camacho, D. A., Del Pulgar, C. P., Triguero-Mas, M., Anguelovski, I., (2021). School greening: Right or privilege? Examining urban nature within and around primary schools through an equity lens. Landscape and Urban Planning, 208

The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study

A school-based nature education program had a significant positive effect on the health-related quality of life of low-income youth

Sprague, N. L., Ekenga, C. C., (2021). The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study. Journal of Public Health, 1-8.

Impact of outdoor nature‐related activities on gut microbiota, fecal serotonin, and perceived stress in preschool children: The Play & Grow randomized controlled trial

Exposure to bacteria in natural environments could be beneficial to behavioral outcomes for young children

Sobko, T., Liang, S., Cheng, W. H. G., Tun, H. M., (2020). Impact of outdoor nature‐related activities on gut microbiota, fecal serotonin, and perceived stress in preschool children: The Play & Grow randomized controlled trial. Scientific Reports, 10

Growing a garden-based approach to art education

Garden-based art education programs can promote environmental awareness and advocacy

Inwood, H., Sharpe, J., (2018). Growing a garden-based approach to art education. Art Education, 71(4), 43-49.

Place-based practice: Landscapes and artistic identity in an elementary art classroom

A pedagogy of place in art education may help students understand connections between the landscape and their sense of self

Neves, M., Graham, M. A., (2018). Place-based practice: Landscapes and artistic identity in an elementary art classroom. Art Education, 71(4), 36-42.

Educating through art, ecology, and ecojustice: A rain barrel project

Artmaking can help students address local ecological challenges

Miller, W., Cardamone, A., (2021). Educating through art, ecology, and ecojustice: A rain barrel project. Art Education, 71(1), 40-45.

Fostering connections to nature - Strategies for community college early childhood teachers

Nature-focused activities embedded in a preservice teacher program can promote knowledge, skills, and dispositions for early childhood nature education

Murphy, D., (2017). Fostering connections to nature - Strategies for community college early childhood teachers. The New Educator, 13(3), 195-206.

"Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency

Arts-based environmental education can be effective in promoting nature connectedness and pro-environmental agency

Raatikainen, K. J., Juhola, K., Huhmarniemi, M., Peña-Lagos, H., (2020). "Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency. Ecosystems and People, 16(1), 273-289.

Outcomes of art-based environmental education in the Hudson River Watershed

An arts-based environmental education program increases students’ environmental knowledge and provides an avenue for advocacy

Schneller, A. J., Harrison, L. M., Adelman, J., Post, S., (2021). Outcomes of art-based environmental education in the Hudson River Watershed. Applied Environmental Education and Communication, 20(1), 19-33.

Assessing challenges and opportunities for schools’ access to nature in England

Schools can mitigate children’s declining contact with nature, but various spatial, cultural, and social factors tend to impede the process

Walker, E., Bormpoudakis, D., Tzanopoulos, J., (2021). Assessing challenges and opportunities for schools’ access to nature in England. Urban Forestry & Urban Greening

Green space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior

School green space supports children’s pro-environmental behavior

Liu, W., Chen, J., (2021). Green space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior. Children, Youth and Environments, 31(1), 55-87.

Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran

School gardens can positively impact students' knowledge and attitude, and help them gain valuable experiences

Amiri, A., Geravandi, S., Rostami, F., (2021). Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran. Urban Forestry & Urban Greening

The effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality

Contact with nature during outdoor environmental education promotes students’ wellbeing, connectedness to nature, and pro-sociality

Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M., Carrus, G., (2021). The effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12

Meaning-making of student experiences during outdoor exploration time

Teachers and students identify multiple benefits of regular opportunities for self-directed outdoor learning

Berg, S., Bradford, B., Barrett, J., Robinson, D. B., Camara, F., Perry, T., (2021). Meaning-making of student experiences during outdoor exploration time. Journal of Adventure Education and Outdoor Learning, 21(2), 172-183.

‘It’s not for people like (them)’: structural and cultural barriers to children and young people engaging with nature outside schooling

Structural and cultural barriers hinder the engagement of children and youth with nature outside of school time

Waite, S., Husain, F., Scandone, B., Forsyth, E., Piggott, H., (2021). ‘It’s not for people like (them)’: structural and cultural barriers to children and young people engaging with nature outside schooling. Journal of Adventure Education and Outdoor Learning

Enhancing nature connection and positive affect in children through mindful engagement with natural environments

Nature-focused mindfulness activities can promote children’s nature connection and affective wellbeing

Barrable, A., Booth, D., Adams, D., Beachamp, G., (2021). Enhancing nature connection and positive affect in children through mindful engagement with natural environments. International Journal of Environmental Research and Public Health, 18

Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program

Nature- and farm-based preschool programs have the potential to positively impact children and their families.

Rymanowicz, K., Hetherington, C., Larm, B., (2020). Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program. The International Journal of Early Childhood Environmental Education, 8(1), 44-63.

Early childhood environmental education: A systematic review of the research literature

Review of the early childhood environmental education literature presents overwhelmingly strong evidence of positive child development and environmental outcomes

Ardoin, N. M., Bowers, A. W., (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31

Children's agency and action in nature preschool: A tale of two programs

Young children, with support of early childhood educators, have the ability to be meaningfully involved in ecologically sustainable practices

Konerman, R., Elliott, S., Pugh, R., Luthy, T., Carr, V., (2021). Children's agency and action in nature preschool: A tale of two programs. Children, Youth and Environments, 31(2), 139-150.

Finnish student teachers’ ideas of outdoor learning

Finnish student teachers’ ideas align with reforms promoting sustainability and outdoor learning

Ratinen, I., Sarivaara, E., Kuukkanen, P., (2021). Finnish student teachers’ ideas of outdoor learning. Journal of Adventure Education and Outdoor Learning

Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying

Engaging children in digital storying can support children in expressing and sharing their emotional experiences.

Byman, J., Kumpulainen, K., Wong, C., Renlund, J., (2022). Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying. Literacy, 56(1)

Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis

A synthesis of global research shows that environmental education is effective for children and adolescents, yet little is known about the conditions and approaches that make it effective.

van de Wetering, J., Leijten, P, Spitzer, J., Thomaes, S., (2022). Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis. Journal of Environmental Psychology

Naturally enough? Children, climate anxiety and the importance of hope

A pedagogy of hope encourages and supports children’s climate change activism

Buchanan, J., Pressick-Kilborn, K., Fergusson, J., (2021). Naturally enough? Children, climate anxiety and the importance of hope. The Social Educator, 39(3), 17-31.

From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children

Eco-parenting promotes climate change mitigation and adaptation capacities in children

Nche, G. C., Achunike, H. C., Okoli, A. B., (2019). From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children. The Journal of Environmental Education, 50(2), 131-144.

Diversity in outdoor education: Discrepancies in SEL across a school overnight program

Implicit bias may influence assessment results of SEL in a multicultural group of students

Germinaro, K., Jones, J. M., (2021). Diversity in outdoor education: Discrepancies in SEL across a school overnight program. Journal of Experiential Education

“You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood

Sustainability education at nature-based preschools in the United States is limited

Ginsburg, J.L., Audley, S., (2020). “You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood. International Journal of Early Childhood Environmental Education, 7(3), 42-60.

Tracking education for sustainable development in ECEC institutions’ annual plans

Early childhood teachers in Norway foster respect for the environment but do not address the social and economic dimensions of sustainable development

Meland, A. T., (2022). Tracking education for sustainable development in ECEC institutions’ annual plans. European Early Childhood Education Research Journal, 30(5 ), 791-805.

Affordances of small animals for young children: A path to environmental values of care

Affordances of small animals may promote sustainability goals for young children

Lerstrup, I., Chawla, L., Heft, H., (2021). Affordances of small animals for young children: A path to environmental values of care. International Journal of Early Childhood Environmental Education, 9(1), 58-76.

Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature

Research on education for sustainable development has generally not included early childhood

Davis, J., (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2), 227-241.

The autonomy-authority duality of shared decision-making in youth environmental action

Educators find that achieving a suitable balance between autonomy and authority in youth action projects is challenging

Schusler, T.M., Krasny, M.E., Decker, D.J., (2017). The autonomy-authority duality of shared decision-making in youth environmental action. Environmental Education Research, 23(4), 533-552.

How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA

Participatory planning can have significant positive impacts on young people while also contributing valuable ideas to the planning processes

Derr, V., Kovács, I. G., (2017). How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA. Journal of Urbanism: International Research on Placemaking and Urban Sustainability, 10(1), 29-48.

Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives

Engaging children in the co-production of nature-based solutions can foster their connections to nature

Hoyle, H., Cottrill, W., (2023). Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives. Urban Forestry & Urban Greening, 79

The teacher’s role for engagement in foraging and gardening activities in kindergarten

Early childhood educators nurture young children’s enthusiasm for learning in nature

Bergan, V., Nylund, M. B., Midtbø, I. L., Paulsen, B. H. L., (2023). The teacher’s role for engagement in foraging and gardening activities in kindergarten. Environmental Education Research

Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives

Guidelines and practices for nature-based activities with young children tend to lack a comprehensive approach to early childhood education for sustainability

Inoue, M., Elliott, S., Mitsuhashi, M., Kido, H., (2019). Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives. Japanese Journal of Environmental Education, 28(4)