Citations (100)
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Cecilia Caiman & Susanne Kjällander. (2023) Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction. Environmental Education Research 0:0, pages 1-18.
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Pia Sjöblom, Gunilla Eklund & Petra Fagerlund. (2023) Student teachers’ views on outdoor education as a teaching method−two cases from Finland and Norway. Journal of Adventure Education and Outdoor Learning 23:3, pages 286-300.
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Imre van Kraalingen. (2023) A systematized review of the use of mobile technology in outdoor learning. Journal of Adventure Education and Outdoor Learning 23:3, pages 203-221.
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Karin Sjödin, Mikael Quennerstedt & Johan Öhman. (2023) The meanings of friluftsliv in Physical Education Teacher Education. Sport, Education and Society 0:0, pages 1-14.
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Matthias Kowasch, Janine Oettel, Nicole Bauer & Katharina Lapin. (2022) Forest education as contribution to education for environmental citizenship and non-anthropocentric perspectives. Environmental Education Research 28:9, pages 1331-1347.
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David Olsson. (2022) Facilitating democratic processes for sustainability: the possibilities and limitations of teaching guides for climate change education. Environmental Education Research 28:7, pages 970-985.
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Kristin Persson, Maria Andrée & Cecilia Caiman. (2022) Down-to-earth ecological literacy through human and nonhuman encounters in fieldwork. The Journal of Environmental Education 53:2, pages 99-116.
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Maria Lindgren Leavenworth & Annika Manni. (2021) Climate fiction and young learners’ thoughts—a dialogue between literature and education. Environmental Education Research 27:5, pages 727-742.
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Benedict Singleton. (2021) Interpreting taskscapes: the rituals of guided Nature-Based (Dis)Integration in Sweden. Innovation: The European Journal of Social Science Research 34:1, pages 111-131.
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Elin Biström & Ragnar Lundström. (2021) Textbooks and action competence for sustainable development: an analysis of Swedish lower secondary level textbooks in geography and biology. Environmental Education Research 27:2, pages 279-294.
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Irida Tsevreni. (2021) Nature journaling as a holistic pedagogical experience with the more-than-human world. The Journal of Environmental Education 52:1, pages 14-24.
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Eva Nyberg, Jérémy Castéra, Birgitta Mc Ewen, Niklas Gericke & Pierre Clément. (2020) Teachers’ and Student Teachers’ Attitudes Towards Nature and the Environment—A Comparative Study Between Sweden and France. Scandinavian Journal of Educational Research 64:7, pages 1090-1104.
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Nanna Jordt Jørgensen & Asger Martiny-Bruun. (2020) Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark. Environmental Education Research 26:9-10, pages 1406-1419.
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Charlotte Aksland & Shu-Nu Chang Rundgren. (2020) 5th–10th-grade in-service teachers’ pedagogical content knowledge (PCK) for sustainable development in outdoor environment. Journal of Adventure Education and Outdoor Learning 20:3, pages 274-283.
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Pia Sjöblom & Maria Svens. (2019) Learning in the Finnish outdoor classroom: Pupils’ views. Journal of Adventure Education and Outdoor Learning 19:4, pages 301-314.
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Maria Hammarsten, Per Askerlund, Ellen Almers, Helen Avery & Tobias Samuelsson. (2019) Developing ecological literacy in a forest garden: children’s perspectives. Journal of Adventure Education and Outdoor Learning 19:3, pages 227-241.
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Camilla R. Otte, Mads Bølling, Peter Elsborg, Glen Nielsen & Peter Bentsen. (2019) Teaching maths outside the classroom: does it make a difference?. Educational Research 61:1, pages 38-52.
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Pernille Malberg Dyg & Karen Wistoft. (2018) Wellbeing in school gardens – the case of the Gardens for Bellies food and environmental education program. Environmental Education Research 24:8, pages 1177-1191.
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Nanna Jordt Jørgensen, Katrine Dahl Madsen & Jeppe Læssøe. (2018) Waste in education: the potential of materiality and practice. Environmental Education Research 24:6, pages 807-817.
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Kirsti Marie Jegstad, Sigrid Marie Gjøtterud & Astrid Tonette Sinnes. (2018) Science teacher education for sustainable development: a case study of a residential field course in a Norwegian pre-service teacher education programme. Journal of Adventure Education and Outdoor Learning 18:2, pages 99-114.
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Heather Mendick, Maria Berge & Anna Danielsson. (2017) A Critique of the Stem Pipeline: Young People’s Identities in Sweden and Science Education Policy. British Journal of Educational Studies 65:4, pages 481-497.
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Michaël Attali & Jean Saint-Martin. (2017) Outdoor physical education in French schools during the twentieth century. Journal of Adventure Education and Outdoor Learning 17:2, pages 148-160.
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Annika Manni, Christina Ottander & Karin Sporre. (2017) Young students’ aesthetic experiences and meaning-making processes in an outdoor environmental school practice. Journal of Adventure Education and Outdoor Learning 17:2, pages 108-121.
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Maarten Wolsink. (2016) Environmental education excursions and proximity to urban green space – densification in a ‘compact city’. Environmental Education Research 22:7, pages 1049-1071.
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Johan Öhman, Marie Öhman & Klas Sandell. (2016) Outdoor recreation in exergames: a new step in the detachment from nature?. Journal of Adventure Education and Outdoor Learning 16:4, pages 285-302.
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Helen Kopnina & Brett Cherniak. (2016) Neoliberalism and justice in education for sustainable development: a call for inclusive pluralism. Environmental Education Research 22:6, pages 827-841.
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Kristín Norðdahl & Ingólfur Ásgeir Jóhannesson. (2016) ‘Let's go outside’: Icelandic teachers' views of using the outdoors. Education 3-13 44:4, pages 391-406.
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Karin Andersson & Johan Öhman. (2015) Moral relations in encounters with nature. Journal of Adventure Education and Outdoor Learning 15:4, pages 310-329.
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Michele Biasutti. (2015) An intensive programme on education for sustainable development: the participants’ experience. Environmental Education Research 21:5, pages 734-752.
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Marcus Morse. (2015) Being alive to the present: perceiving meaning on a wilderness river journey. Journal of Adventure Education and Outdoor Learning 15:2, pages 168-180.
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Kirsti Marie Jegstad & Astrid Tonette Sinnes. (2015) Chemistry Teaching for the Future: A model for secondary chemistry education for sustainable development. International Journal of Science Education 37:4, pages 655-683.
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Anna Sténs & Camilla Sandström. (2014) Allemansrätten in Sweden: A Resistant Custom. Landscapes 15:2, pages 106-118.
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David A. G. Clarke & Jamie Mcphie. (2014) Becoming animate in education: immanent materiality and outdoor learning for sustainability. Journal of Adventure Education and Outdoor Learning 14:3, pages 198-216.
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Allen Hill & Mike Brown. (2014) Intersections between place, sustainability and transformative outdoor experiences. Journal of Adventure Education and Outdoor Learning 14:3, pages 217-232.
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Susanne Klaar & Johan Öhman. (2014) Children's meaning-making of nature in an outdoor-oriented and democratic Swedish preschool practice. European Early Childhood Education Research Journal 22:2, pages 229-253.
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Emilia Fägerstam. (2014) High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education and Outdoor Learning 14:1, pages 56-81.
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Greg Mannion, Ashley Fenwick & Jonathan Lynch. (2013) Place-responsive pedagogy: learning from teachers’ experiences of excursions in nature. Environmental Education Research 19:6, pages 792-809.
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Eva Ärlemalm-Hagsér. (2013) Minds on Earth Hour – a theme for sustainability in Swedish early childhood education. Early Child Development and Care 183:12, pages 1782-1795.
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Nicole M. Ardoin, Charlotte Clark & Elin Kelsey. (2013) An exploration of future trends in environmental education research. Environmental Education Research 19:4, pages 499-520.
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John Quay. (2013) More than relations between self, others and nature: outdoor education and aesthetic experience. Journal of Adventure Education and Outdoor Learning 13:2, pages 142-157.
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Klas Sandell & Johan Öhman. (2013) An educational tool for outdoor education and environmental concern. Journal of Adventure Education and Outdoor Learning 13:1, pages 36-55.
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Thomas
H. Beery. (2013) Nordic in nature: friluftsliv and environmental connectedness. Environmental Education Research 19:1, pages 94-117.
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David
O. Kronlid & Johan Öhman. (2013) An environmental ethical conceptual framework for research on sustainability and environmental education. Environmental Education Research 19:1, pages 21-44.
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Susanne Klaar & Johan Öhman. (2012) Action with friction: a transactional approach to toddlers' physical meaning making of natural phenomena and processes in preschool. European Early Childhood Education Research Journal 20:3, pages 439-454.
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Katrien Van Poeck & Joke Vandenabeele. (2012) Learning from sustainable development: education in the light of public issues. Environmental Education Research 18:4, pages 541-552.
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EvaK. Lawrence. (2012) Visitation to Natural Areas on Campus and its Relation to Place Identity and Environmentally Responsible Behaviors. The Journal of Environmental Education 43:2, pages 93-106.
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Daniel Wolf-Watz, Klas Sandell & Peter Fredman. (2011) Environmentalism and Tourism Preferences: A Study of Outdoor Recreationists in Sweden. Scandinavian Journal of Hospitality and Tourism 11:2, pages 190-204.
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Eva Ärlemalm‐Hagsér & Anette Sandberg. (2011) Sustainable development in early childhood education: in‐service students' comprehension of the concept. Environmental Education Research 17:2, pages 187-200.
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Klas Sandell & Peter Fredman. (2010) The Right of Public Access – Opportunity or Obstacle for Nature Tourism in Sweden?. Scandinavian Journal of Hospitality and Tourism 10:3, pages 291-309.
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Nicole Spiegelaar. (2023) Sustainability pedagogy: Understanding, exploring and internalizing nature’s complexity and coherence. Frontiers in Psychology 13.
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Eliana Paviotti-Fischer, Flávia T. Thiemann, Karla B. L. Baldini, Nilza M. Macário, Andréia N. Figueiredo & Luiz Sérgio P. Sarahyba. 2023. Conservation Genetics in the Neotropics. Conservation Genetics in the Neotropics
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Kristina Byström, Björn Wrangsjö & Patrik Grahn. (2022) COMSI®—A Form of Treatment That Offers an Opportunity to Play, Communicate and Become Socially Engaged through the Lens of Nature—A Single Case Study about an 8-Year-Old Boy with Autism and Intellectual Disability. International Journal of Environmental Research and Public Health 19:24, pages 16399.
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Sonia Martins Felix, Annette Lykknes & Ragnhild Lyngved Staberg. (2022) Identifying the ‘Different we’s’ in Primary Teachers’ Education for Sustainable Development Discourse—A Positioning Theory Perspective. Sustainability 14:20, pages 13444.
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Karin Skill, Cecilia Axell & Per Gyberg. (2022) Facts, Values and Perspectives on Sustainable Development in Free Teaching Materials in Sweden. Sustainability 14:19, pages 12290.
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Kurtulus ATLİ & Emel ATLI. (2022) BİRAZ DAHA DOĞA! DOĞA YOKSUNLUĞUNUN AZALTILMASI İÇİN KAPALI MEKÂNLARDA YAPILABİLECEK DOĞA EĞİTİMİ ÖRNEKLERİSOME MORE NATURE! EXAMPLES OF NATURE EDUCATION THAT CAN BE DONE INDOOR TO REDUCE NATURE DEFICIENCY. Anadolu Öğretmen Dergisi 6:1, pages 148-165.
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Siti Nur Fatehah Radzi, Kamisah Osman & Mohd Nizam Mohd Said. (2022) Progressing towards Global Citizenship and a Sustainable Nation: Pillars of Climate Change Education and Actions. Sustainability 14:9, pages 5163.
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Jan Höper, Kirsti Marie Jegstad & Kari Beate Remmen. (2022) Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment. Chemistry Education Research and Practice 23:2, pages 361-372.
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Kishore Mongar. (2022) Bhutanese Teachers’ and Students’ Perspectives on Approaches to Teaching ESD Through Environmental Science. Interdisciplinary Journal of Environmental and Science Education 18:2, pages e2272.
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YuYing Zhang & Peng Wang. (2021) Detecting the historical roots of education for sustainable development (ESD): a bibliometric analysis. International Journal of Sustainability in Higher Education 23:3, pages 478-502.
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Joakim Byström. (2022) Mining tourism in abandoned and existing mines in the Swedish Far North. Polar Record 58.
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Benedict E. Singleton. (2020) Go to the forest! Exploring the orderings of Swedish Nature-Based Integration. Environment and Planning E: Nature and Space 4:4, pages 1560-1582.
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Thomas Beery, Matilda Rask Olsson & Moa Vitestam. (2021) Covid-19 and outdoor recreation management: Increased participation, connection to nature, and a look to climate adaptation. Journal of Outdoor Recreation and Tourism 36, pages 100457.
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Matthias Kowasch, Joana P. Cruz, Pedro Reis, Niklas Gericke & Katharina Kicker. (2021) Climate Youth Activism Initiatives: Motivations and Aims, and the Potential to Integrate Climate Activism into ESD and Transformative Learning. Sustainability 13:21, pages 11581.
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Charlotte Petersson Troije, Ebba Lisberg Jensen, Cecilia Stenfors, Christina Bodin Danielsson, Eva Hoff, Fredrika Mårtensson & Susanna Toivanen. (2021) Outdoor Office Work – An Interactive Research Project Showing the Way Out. Frontiers in Psychology 12.
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Hortensia Morón-Monge, Soraya Hamed & María del Carmen Morón Monge. (2021) How Do Children Perceive the Biodiversity of Their nearby Environment: An Analysis of Drawings. Sustainability 13:6, pages 3036.
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Luís CarvalhinhoPaulo Rosa. (2021) Caminhos para a Formação e Intervenção em Desporto de Natureza. Journal of Sport Pedagogy & Research 7:1, pages 4-11.
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Patricia Obee, Ellen Beate Hansen Sandseter, Alison Gerlach & Nevin J. Harper. (2020) Lessons Learned from Norway on Risky Play in Early Childhood Education and Care (ECEC). Early Childhood Education Journal 49:1, pages 99-109.
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Andreas Skriver Hansen & Mattias Sandberg. (2019) Reshaping the outdoors through education: exploring the potentials and challenges of ecological restoration education. Journal of Outdoor and Environmental Education 23:1, pages 57-71.
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