Citations (33)
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Lisa A. Borgerding, Jennifer L. Heisler, Breanna C. Beaver & A. O. Prince. (2024) Secondary Science Teachers’ Views and Approaches for Teaching for Climate Justice and Action. Journal of Science Teacher Education 35:3, pages 320-342.
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Van Harskamp M.Knippels M. C. P. J.Van Joolingen W. R.. (2024) Environmental Citizenship: Dutch students’ sustainability competences and avenues for science education. The Journal of Environmental Education 0:0, pages 1-22.
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Kim Beasy, Charlotte Jones, Rachel Kelly, Chloe Lucas, Gabi Mocatta, Gretta Pecl & Deniz Yildiz. (2023) The burden of bad news: educators’ experiences of navigating climate change education. Environmental Education Research 29:11, pages 1678-1691.
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Juliane V. Höhle & Stefan L. Bengtsson. (2023) A didactic toolkit for climate change educators: lessons from constructive journalism for emotionally sensitive and democratic content design. Environmental Education Research 29:11, pages 1659-1677.
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William Finnegan. (2023) Educating for hope and action competence: a study of secondary school students and teachers in England. Environmental Education Research 29:11, pages 1617-1636.
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Maria Ojala. (2023) Climate-change education and critical emotional awareness (CEA): Implications for teacher education. Educational Philosophy and Theory 55:10, pages 1109-1120.
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Dafna Gan & Adiv Gal. (2023) Student emotional response to the lesser kestrel environmental and sustainability education program. Environmental Education Research 29:1, pages 99-120.
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Derek Gladwin, Carrie Karsgaard & Lynette Shultz. (2022) Collaborative learning on energy justice: International youth perspectives on energy literacy and climate justice. The Journal of Environmental Education 53:5, pages 251-260.
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Mary Brydon-Miller, Bronwyn Williams, Socorro Aguja, Michaela Blumrich, Luiza De Sousa, Cathy Dzerefos, Bennet Kolb, Leonard Marimbe, Irene Muller, Genevieve Pillar, Maricar Prudente, Shira Rabin, Christa Rauch, Franz Rauch & Alex Way. (2022) Creating a virtual space for collaborative project planning using the future creating workshop process: building the global climate change education initiative. Educational Action Research 30:4, pages 638-654.
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Therese Ferguson. (2022) Envisioning low-carbon futures: possibility and hope as part of climate change teacher education. Environmental Education Research 28:8, pages 1191-1208.
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E. V. Casas$suffix/text()$suffix/text(), M. M. Pormon, J. J. Manus & R. P. Lejano. (2021) Relationality and resilience: Environmental education in a time of pandemic and climate crisis. The Journal of Environmental Education 52:5, pages 314-324.
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Emily K. Olsen, Danielle F. Lawson, Lucy R. McClain & Julia D. Plummer. Heads, hearts, and hands: a systematic review of empirical studies about eco/climate anxiety and environmental education. Environmental Education Research 0:0, pages 1-28.
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Rowan Oberman. Creativity, curiosity and catharsis: positive emotions in climate change education through picturebooks. Environmental Education Research 0:0, pages 1-26.
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Susan Clayton, Angeline Sangalang & Rebecca Anderson. Emotions and perceptions surrounding teaching climate change in the United States: results from a teacher survey. Environmental Education Research 0:0, pages 1-11.
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Carlota López-Fernández, Esther Paños & José-Reyes Ruiz-Gallardo. Responsible consumers are made, not born: a clothing secondhand market experience in two Spanish high schools. The Journal of Environmental Education 0:0, pages 1-20.
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Articles from other publishers (18)
Enrica Ciucci & Andrea Baroncelli. (2024) Meta-emotion philosophy in teachers from kindergarten to middle school. Current Psychology 43:19, pages 17464-17476.
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Kason Ka Ching Cheung. (2024) A Structural Model of Future-Oriented Climate Change Optimism in Science Education: PISA Evidence from Countries with Top Environmental Protection Index. Research in Science Education.
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Charlie Kurth & Panu Pihkala. 2024. The Cambridge Handbook of Ethics and Education. The Cambridge Handbook of Ethics and Education
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William Finnegan & Cathy d’Abreu. (2024) The hope wheel: a model to enable hope-based pedagogy in Climate Change Education. Frontiers in Psychology 15.
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Ambar Sri Lestari, Imelda Wahyuni & Jumardin La Fua. (2024) Green Environmental Management Practices in Schools in The Implementation of the Deming Cycle: A Narrative Inquiry Approach. Jurnal Ilmu Lingkungan 22:2, pages 347-354.
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Charlotte A. Jones & Chloe Lucas. (2023) ‘Listen to me!’: Young people’s experiences of talking about emotional impacts of climate change. Global Environmental Change 83, pages 102744.
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Charlotte A. Jones, Aidan Davison & Chloe Lucas. (2023) Innocent heroes or self‐absorbed alarmists? A thematic review of the variety and effects of storylines about young people in climate change discourses. WIREs Climate Change 14:6.
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Seema Yadav. 2023. Climate Change Education for Sustainable Development. Climate Change Education for Sustainable Development
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Terra Léger-Goodes, Catherine Malboeuf-Hurtubise, Karen Hurtubise, Kyra Simons, Amélie Boucher, Pier-Olivier Paradis, Catherine M. Herba, Chantal Camden & Mélissa Généreux. (2023) How children make sense of climate change: A descriptive qualitative study of eco-anxiety in parent-child dyads. PLOS ONE 18:4, pages e0284774.
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Elizabeth A. C. Rushton, Sarah Sharp, Alison Kitson & Nicola Walshe. (2023) Reflecting on Climate Change Education Priorities in Secondary Schools in England: Moving beyond Learning about Climate Change to the Emotions of Living with Climate Change. Sustainability 15:8, pages 6497.
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Cathy Smilan. (2023) Visualizing climate change: Here we come to save the day!. International Journal of Education Through Art 19:1, pages 93-111.
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Terra Léger-Goodes, Catherine Malboeuf-Hurtubise, David Lefrançois, Mathieu Gagnon, Catherine M. Herba, Pier-Olivier Paradis & Marc-André Éthier. (2023) La pertinence de la philosophie pour enfants dans la gestion de l’écoanxiété chez les enfants du primaire. Éthique en éducation et en formation: Les Dossiers du GREE:15, pages 99.
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Maria L. Bright & Chris Eames. (2021) From apathy through anxiety to action: emotions as motivators for youth climate strike leaders. Australian Journal of Environmental Education 38:1, pages 13-25.
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Tania Ouariachi & Menno Van Dam. 2022. Handbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills. Handbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills
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Michiel van Harskamp, Marie-Christine P. J. Knippels & Wouter R. van Joolingen. (2021) Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands. Sustainability 13:14, pages 7963.
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