Citations (59)
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Elizabeth Rushton, Lynda Dunlop, Lucy Atkinson, Joshua Stubbs, Maria Turkenburg-van Diepen & Lucy Wood. (2024) Researching education for environmental sustainability through intergenerational dialogue. International Research in Geographical and Environmental Education 33:2, pages 157-172.
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Voon-Ching Lim, Isabell Richter, Kamal Solhaimi Fadzil & Hong Ching Goh. (2023) Comic book as an educational strategy to communicate fish bombing to schoolchildren. Applied Environmental Education & Communication 22:3-4, pages 193-212.
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Jane Spiteri. (2023) Environmental learning across generations: spontaneous encounters and interactions between young children, mothers and teachers. Children's Geographies 21:5, pages 993-1009.
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Wonyong Park, Hyunju Lee, Yeonjoo Ko & Hyunok Lee. (2023) “Safety” and “integration”: examining the introduction of disaster into the science curriculum in South Korea. Journal of Curriculum Studies 55:5, pages 580-597.
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Álvaro-Francisco Morote, Jorge Olcina & María Hernández. (2023) How is flood risk explained in the subject of geography in Spanish schools? An approach based on social science textbooks (primary education). International Research in Geographical and Environmental Education 32:2, pages 124-139.
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Caroline Gilleran Stephens, Angela Short & Suzanne Linnane. (2023) H2O Heroes: adding value to an environmental education outreach programme through intergenerational learning. Irish Educational Studies 42:2, pages 183-204.
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Sara Williams & Lindsey McEwen. (2021) ‘Learning for resilience’ as the climate changes: discussing flooding, adaptation and agency with children. Environmental Education Research 27:11, pages 1638-1659.
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Alina Kuthe, Annemarie Körfgen, Johann Stötter & Lars Keller. (2020) Strengthening their climate change literacy: A case study addressing the weaknesses in young people’s climate change awareness. Applied Environmental Education & Communication 19:4, pages 375-388.
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Teresa K. Lloro-Bidart & Casey M. Sidwell. (2020) Relational identities and intergenerational learning in an undergraduate critical food studies course. The Journal of Environmental Education 51:3, pages 200-213.
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Raviro Chineka & Keiko Yasukawa. (2020) Intergenerational learning in climate change adaptations; limitations and affordances. Environmental Education Research 26:4, pages 577-593.
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Carlie D. Trott. (2020) Children’s constructive climate change engagement: Empowering awareness, agency, and action. Environmental Education Research 26:4, pages 532-554.
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Danielle F. Lawson, Kathryn T. Stevenson, M. Nils Peterson, Sarah J. Carrier, Erin Seekamp & Renee Strnad. (2019) Evaluating climate change behaviors and concern in the family context. Environmental Education Research 25:5, pages 678-690.
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Ann W. Foss & Yekang Ko. (2019) Barriers and opportunities for climate change education: The case of Dallas-Fort Worth in Texas. The Journal of Environmental Education 50:3, pages 145-159.
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Simon N. Jorgenson, Jennie C. Stephens & Beth White. (2019) Environmental education in transition: A critical review of recent research on climate change and energy education. The Journal of Environmental Education 50:3, pages 160-171.
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Alina Kuthe, Lars Keller, Annemarie Körfgen, Hans Stötter, Anna Oberrauch & Karl-Michael Höferl. (2019) How many young generations are there? – A typology of teenagers’ climate change awareness in Germany and Austria. The Journal of Environmental Education 50:3, pages 172-182.
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Veronica McCauley, Patricia McHugh, Kevin Davison & Christine Domegan. (2019) Collective intelligence for advancing ocean literacy. Environmental Education Research 25:2, pages 280-291.
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Elizabeth A. C. Rushton. Responding to the moral complexities of climate change education through intergenerational dialogue in teacher education. Journal of Moral Education 0:0, pages 1-13.
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Articles from other publishers (42)
Álvaro Francisco Morote Seguido & Jorge Olcina Cantos. (2023) Educando en el riesgo. Formación y propuestas didácticas para incrementar la resiliencia socio-territorial de la población escolar. Anales de Geografía de la Universidad Complutense 43:2, pages 413-434.
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Bruno Martins, Adélia Nunes, Miguel Sousa & Carlos Hermenegildo. (2023) How students perceive natural and human‐made risks on the island of Madeira (Portugal). Geo: Geography and Environment 10:2.
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Lira Ramadani, Sudeepa Khanal & Melanie Boeckmann. (2023) Content Focus and Effectiveness of Climate Change and Human Health Education in Schools: A Scoping Review. Sustainability 15:13, pages 10373.
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Marcela Jaime, César Salazar, Francisco Alpizar & Fredrik Carlsson. (2023) Can school environmental education programs make children and parents more pro-environmental?. Journal of Development Economics 161, pages 103032.
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Trisha R. Shrum, Natalie S. Platt, Ezra Markowitz & Stylianos Syropoulos. (2023) A scoping review of the green parenthood effect on environmental and climate engagement. WIREs Climate Change 14:2.
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Tetsuya Harada, Masahiro Shoji & Yoko Takafuji. (2023) Intergenerational spillover effects of school-based disaster education: Evidence from Indonesia. International Journal of Disaster Risk Reduction 85, pages 103505.
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Xiaoqing Zheng & Yan Sun. 2023. Proceedings of the 2023 9th International Conference on Humanities and Social Science Research (ICHSSR 2023). Proceedings of the 2023 9th International Conference on Humanities and Social Science Research (ICHSSR 2023)
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Alice Brock, Robin Browning, Anca Campanie, Susannah Pal & Ian D. Williams. (2022) DEVELOPING PUBLIC COMMUNICATION METHODS BY COMBINING SCIENCE, CREATIVE ARTS AND INTERGENERATIONAL INFLUENCE: THE TRACE PROJECT. Detritus:21, pages 114-128.
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Jorge Olcina, Álvaro-Francisco Morote & María Hernández. (2022) Teaching Floods in the Context of Climate Change with the Use of Official Cartographic Viewers (Spain). Water 14:21, pages 3376.
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Jingzhe Deng, Jie Tang, Chen Lu, Buxin Han & Pingping Liu. (2022) Commitment and intergenerational influence: A field study on the role of children in promoting recycling in the family. Resources, Conservation and Recycling 185, pages 106403.
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Sarah A. Evans. (2021) “We Need People to be Woken Up and See This!” Teens Learning Through Critical Analysis. Annals of Anthropological Practice 46:1, pages 26-39.
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Johanna Kranz, Martin Schwichow, Petra Breitenmoser & Kai Niebert. (2022) The (Un)political Perspective on Climate Change in Education—A Systematic Review. Sustainability 14:7, pages 4194.
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César Salazar, Marcela Jaime, Mauricio Leiva & Nuria González. (2022) From theory to action: Explaining the process of knowledge attitudes and practices regarding the use and disposal of plastic among school children. Journal of Environmental Psychology 80, pages 101777.
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Runa R. Das & Russell Richman. (2022) The Development and Application of a Public Energy Literacy Instrument. Canadian Journal of Science, Mathematics and Technology Education 22:1, pages 42-67.
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Álvaro-Francisco Morote, Jorge Olcina & María Hernández. (2022) Teaching Atmospheric Hazards in the Climate Change Context—Environmental Didactic Proposals in the Mediterranean Region for Secondary Schools. Environments 9:2, pages 29.
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Olivia R. Rendón, Erlend Dancke Sandorf & Nicola J. Beaumont. (2022) Heterogeneity of values for coastal flood risk management with nature-based solutions. Journal of Environmental Management 304, pages 114212.
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Jane SpiteriJane Spiteri. 2022. Educating for Sustainability in a Small Island Nation. Educating for Sustainability in a Small Island Nation
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Álvaro-Francisco Morote, María Hernández & Saeid Eslamian. 2022. Disaster Risk Reduction for Resilience. Disaster Risk Reduction for Resilience
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Radim Rybár, Ľubomíra Gabániová, Jana Rybárová, Martin Beer & Lucia Bednárová. (2021) Designing a Tool for an Innovative, Interdisciplinary Learning Process Based on a Comprehensive Understanding of Sourcing: A Case Study. Processes 10:1, pages 9.
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Álvaro Francisco Morote Seguido & Jorge Olcina Cantos. (2021) La enseñanza del riesgo de inundación en Bachillerato mediante Sistemas de Información Geográfica (SIG). El ejemplo del PATRICOVA en la Comunidad Valenciana (España). Anales de Geografía de la Universidad Complutense 41:2, pages 431-461.
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Marla T. H. Hahnraths, Maartje Willeboordse, Annick D. H. M. Jungbauer, Corina de Gier, Carlien Schouten & Constant P. van Schayck. (2021) “Mummy, Can I Join a Sports Club?” A Qualitative Study on the Impact of Health-Promoting Schools on Health Behaviours in the Home Setting. International Journal of Environmental Research and Public Health 18:22, pages 12219.
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S. Mooney, J. O'Dwyer & P.D. Hynds. (2021) Private groundwater management and risk awareness: A cross-sectional analysis of two age-related subsets in the Republic of Ireland. Science of The Total Environment 796, pages 148844.
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Jenna M. Hartley, Stacey LobatosJessica L. DanielTai Lung. (2021) Empowering Environmental Justice Decision Makers: Increasing Educational Resources for U.S. Environmental Protection Agency's Mapping Tools. Environmental Justice 14:5, pages 383-390.
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Verity Jones, Sarah Whitehouse, Lindsey McEwen, Sara Williams & Luci Gorell Barnes. (2021) Promoting Water Efficiency and Hydrocitizenship in Young People’s Learning about Drought Risk in a Temperate Maritime Country. Water 13:18, pages 2599.
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Jenna M. Hartley, Kathryn T. Stevenson, M. Nils Peterson, K.C. Busch, Sarah J. Carrier, Elizabeth A. DeMattia, Jenna R. Jambeck, Danielle F. Lawson & Renee L. Strnad. (2021) Intergenerational learning: A recommendation for engaging youth to address marine debris challenges. Marine Pollution Bulletin 170, pages 112648.
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Álvaro-Francisco Morote, María Hernández & Jorge Olcina. (2021) Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change. Sustainability 13:15, pages 8560.
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Jenna M. Hartley, Katelyn M. Higgins, M. Nils Peterson, Kathryn T. Stevenson & Megan W. Jackson. (2021) Perspective From a Youth Environmental Activist: Why Adults Will Listen to Youth in Politics. Frontiers in Political Science 3.
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Jenna M. Hartley, Kathryn T. Stevenson, M. Nils Peterson, Elizabeth A. DeMattia, Savannah Paliotti & Thomas J. Fairbairn. (2021) Youth Can Promote Marine Debris Concern and Policy Support Among Local Voters and Political Officials. Frontiers in Political Science 3.
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Nicole S. Hutton & Michael J. Allen. (2021) Flood Hazard Awareness at Old Dominion University: Assessment and Opportunity. Journal of Contemporary Water Research & Education 172:1, pages 19-33.
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Tõnis Mets, Jack Holbrook & Siim Läänelaid. (2021) Entrepreneurship Education Challenges for Green Transformation. Administrative Sciences 11:1, pages 15.
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Shuang Zhong, Qiu Cheng, Shuwei Zhang, Cunrui Huang & Zhe Wang. (2021) An impact assessment of disaster education on children’s flood risk perceptions in China: Policy implications for adaptation to climate extremes. Science of The Total Environment 757, pages 143761.
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Sara Hooks & Judith Cruzado-Guerrero. 2021. Building STEM Skills Through Environmental Education. Building STEM Skills Through Environmental Education
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Sandra Parth, Maximilian Schickl, Lars Keller & Johann Stoetter. (2020) Quality Child–Parent Relationships and Their Impact on Intergenerational Learning and Multiplier Effects in Climate Change Education. Are We Bridging the Knowledge–Action Gap?. Sustainability 12:17, pages 7030.
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Wahyu SOPANDİ & Rendi Restiana SUKARDİ. (2020) Using Four-Tier Diagnostic Tests to Understand the Conceptions Held by Pre-Service Primary School Teachers about Sea Pollutant Migration. Review of International Geographical Education Online.
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Jane Spiteri. (2020) Too Young to Know? A Multiple Case Study of Child-to-Parent Intergenerational Learning in Relation to Environmental Sustainability. Journal of Education for Sustainable Development 14:1, pages 61-77.
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M. Nils Peterson, Kathryn T. Stevenson & Danielle F. Lawson. (2019) Reviewing how intergenerational learning can help conservation biology face its greatest challenge. Biological Conservation 235, pages 290-294.
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Danielle F. Lawson, Kathryn T. Stevenson, M. Nils Peterson, Sarah J. Carrier, Renee L. Strnad & Erin Seekamp. (2019) Children can foster climate change concern among their parents. Nature Climate Change 9:6, pages 458-462.
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Lam Foong Sin, Lee Jer Vui & Ngeow Yeok Meng. (2019) Flood risk reduction initiative: A service learning project by engineering students. IOP Conference Series: Materials Science and Engineering 513, pages 012034.
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Noriko Hata, David Allen & Minoru Kikuchi. (2019) Value and Challenges of Resilience Education Against Natural Disasters: Comparative Research between Japan and the USA. Japanese Journal of Environmental Education 28:4, pages 4_29-35.
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Danielle F. Lawson, Kathryn T. Stevenson, M. Nils Peterson, Sarah J. Carrier, Renee Strnad & Erin Seekamp. (2018) Intergenerational learning: Are children key in spurring climate action?. Global Environmental Change 53, pages 204-208.
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Guadalupe Martínez Borreguero, Jesús Maestre Jiménez & Francisco Luis Naranjo Correa. (2017) The Concept of Waste within the Framework of Sustainable Development through the Analysis of the Secondary Education Curriculum. EURASIA Journal of Mathematics, Science and Technology Education 14:1.
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Centre for Collective Action Submitter, Marcela Jaime, César Salazar, Francisco Alpizar & Fredrik Carlsson. (2021) Can school environmental education programs make children and parents more pro-environmental?. SSRN Electronic Journal.
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