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International Research in Geographical and Environmental Education Volume 28, 2019 - Issue 4
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Articles

An associational study on pre-service early childhood teachers’ nature relatedness in education for sustainability

Elvan SahinDepartment of Mathematics and Science Education, Faculty of Education, Middle East Technical University, Ankara, Turkey; Correspondence[email protected]
&
Sule AliciElementary and Early Childhood Education Department, Faculty of Education, Kirsehir Ahi Evran University, Kirsehir, Turkey
Pages 343-357 | Published online: 16 Aug 2019

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Sara Sousa, Elisabete Correia, Joana Leite & Clara Viseu. (2021) Environmental knowledge, attitudes and behavior of higher education students: a case study in Portugal. International Research in Geographical and Environmental Education 30:4, pages 348-365.
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Tülin Güler Yıldız, Naciye Öztürk, Tülay İlhan İyi, Neşe Aşkar, Çağla Banko Bal, Sibel Karabekmez & Şaban Höl. (2021) Education for sustainability in early childhood education: a systematic review. Environmental Education Research 27:6, pages 796-820.
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Irene Pérez-Ramírez, Marina García-Llorente, Clara Saban de la Portilla, Alejandro Benito & Antonio J. Castro. (2021) Participatory collective farming as a leverage point for fostering human-nature connectedness. Ecosystems and People 17:1, pages 222-234.
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Articles from other publishers (2)

Shirley Wyver. (2022) Australian Preservice Early Childhood Teachers’ Considerations of Natural Areas as Conducive and Important to Include in Educational Experiences. Education Sciences 12:7, pages 481.
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Chen Cheng & Yongping Yu. (2022) Early Childhood Educators’ Practices in Education for Sustainable Development in China: Evidence from Shandong Province. Sustainability 14:4, pages 2019.
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