Citations (59)
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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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Ásgeir Tryggvason, Johan Öhman & Katrien Van Poeck. (2023) Pluralistic environmental and sustainability education – a scholarly review. Environmental Education Research 0:0, pages 1-26.
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Ann-Sofie Kall, Ola Uhrqvist & Therese Asplund. (2023) What’s the matter in education for sustainable development? How sustainability stories make matter matter as issues or problems. Environmental Education Research 0:0, pages 1-16.
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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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Nicole M. Ardoin, Alison W. Bowers, Archana Kannan & Kathleen O'Connor. (2022) Positive youth development outcomes and environmental education: a review of research. International Journal of Adolescence and Youth 27:1, pages 475-492.
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Anna Sundermann, Annika Weiser & Matthias Barth. (2022) Meaning-making in higher education for sustainable development: undergraduates’ long-term processes of experiencing and learning. Environmental Education Research 28:11, pages 1616-1634.
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Cecilia Caiman, Maria Hedefalk & Christina Ottander. (2022) Pre-school teaching for creative processes in education for sustainable development – invisible animal traces, purple hands, and an elk container. Environmental Education Research 28:3, pages 457-475.
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Farhana Borg & Ingrid Pramling Samuelsson. (2022) Preschool children’s agency in education for sustainability: the case of Sweden. European Early Childhood Education Research Journal 30:1, pages 147-163.
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Konstantinos Korfiatis & Stella Petrou. (2021) Participation and why it matters: children’s perspectives and expressions of ownership, motivation, collective efficacy and self-efficacy and locus of control. Environmental Education Research 27:12, pages 1700-1722.
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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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Maria Hedefalk, Cecilia Caiman, Christina Ottander & Jonas Almqvist. (2021) Didactical dilemmas when planning teaching for sustainable development in preschool. Environmental Education Research 27:1, pages 37-49.
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Soyoung Kim & Neal Dreamson. (2020) Culturally inclusive early childhood education for sustainability: a comparative document analysis between Australian and Korean curricula. European Early Childhood Education Research Journal 28:5, pages 712-730.
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Kerstin Danckwardt-Lillieström, Maria Andrée & Margareta Enghag. (2020) The drama of chemistry – supporting student explorations of electronegativity and chemical bonding through creative drama in upper secondary school. International Journal of Science Education 42:11, pages 1862-1894.
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Kassahun Weldemariam. (2020) Learning with vital materialities: weather assemblage pedagogies in early childhood education. Environmental Education Research 26:7, pages 935-949.
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Guopeng Fu & Anthony Clarke. (2019) Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence. Studies in Science Education 55:2, pages 215-256.
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Christine Robinson, Dee O'Connor, Helen Wildy & Gerardine Neylon. (2019) Contemporary perspectives of the child in action: an investigation into children’s connectedness with, and contribution to, the world around them. Education 3-13 47:3, pages 366-376.
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Maarten Crivits, Michiel P. M. M. de Krom, Thomas Block & Joost Dessein. (2018) Using policy discourses to open up the conceptual space of farm education: inspiration from a Belgian farm education network. Environmental Education Research 24:9, pages 1320-1339.
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Paulette Luff. (2018) Early childhood education for sustainability: origins and inspirations in the work of John Dewey. Education 3-13 46:4, pages 447-455.
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Hanna Hofverberg & Ninitha Maivorsdotter. (2018) Recycling, crafting and learning – an empirical analysis of how students learn with garments and textile refuse in a school remake project. Environmental Education Research 24:6, pages 775-790.
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Ellen Almers, Per Askerlund & Sofia Kjellström. (2018) Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences. The Journal of Environmental Education 49:3, pages 242-259.
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Pernilla Andersson. (2018) Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice. Environmental Education Research 24:5, pages 648-662.
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Clementina Rios & Isabel Menezes. (2017) ‘I saw a magical garden with flowers that people could not damage!’: children’s visions of nature and of learning about nature in and out of school. Environmental Education Research 23:10, pages 1402-1413.
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Lauren Madden & Jennifer Liang. (2017) Young children’s ideas about environment: perspectives from three early childhood educational settings. Environmental Education Research 23:8, pages 1055-1071.
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Jan Cincera, Roman Kroufek, Petra Simonova, Lenka Broukalova, Vaclav Broukal & Jan Skalík. (2017) Eco-School in kindergartens: the effects, interpretation, and implementation of a pilot program. Environmental Education Research 23:7, pages 919-936.
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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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Carie Green, Darius Kalvaitis & Anneliese Worster. (2016) Recontextualizing psychosocial development in young children: a model of environmental identity development. Environmental Education Research 22:7, pages 1025-1048.
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Carie J. Green. (2015) Toward Young Children as Active Researchers: A Critical Review of the Methodologies and Methods in Early Childhood Environmental Education. The Journal of Environmental Education 46:4, pages 207-229.
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Jan H. Vikane & Torhild Erika L. Høydalsvik. Teachers’ expressed understandings concerning sustainability in the Norwegian ECE context. Environmental Education Research 0:0, pages 1-12.
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Evaggelia Skaraki. (2023) Creating a watermill through steam activities for preschool children in the school yard. Advances in Mobile Learning Educational Research 3:2, pages 748-753.
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Georgia Liarakou & Marianthi Kalafati. 2023. University Initiatives on Climate Change Education and Research. University Initiatives on Climate Change Education and Research
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Bodil Halvars & Emilie Moberg. (2022) Jordbundna erfarenheter, kunskaper och kopplingar om väder och klimat. Pedagogisk forskning i Sverige 27:3, pages 72-95.
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Martin Bascope, Kristina Reiss, Josefina Cortés & Pablo Gutierrez. 2022. Research Anthology on Early Childhood Development and School Transition in the Digital Era. Research Anthology on Early Childhood Development and School Transition in the Digital Era
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Coral Campbell & Christopher Speldewinde. (2022) Early Childhood STEM Education for Sustainable Development. Sustainability 14:6, pages 3524.
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Shimpei Iwasaki. (2022) Effects of Environmental Education on Young Children’s Water-Saving Behaviors in Japan. Sustainability 14:6, pages 3382.
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Glynnis Daries & Hasina Ebrahim. (2021) Funds of knowledge and agentic strategies of three- and four-year-old children in South Africa. South African Journal of Education 41:3, pages 1-9.
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Veronica Bergan, Inger Wallem Krempig, Tove Aagnes Utsi & Kari Wallem Bøe. (2021) I Want to Participate—Communities of Practice in Foraging and Gardening Projects as a Contribution to Social and Cultural Sustainability in Early Childhood Education. Sustainability 13:8, pages 4368.
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Farhana Borg & Niklas Gericke. (2021) Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools. Sustainability 13:7, pages 3838.
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Martin Bascope, Kristina Reiss, Josefina Cortés & Pablo Gutierrez. 2021. Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability. Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability
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Birgitta Nordén & Helen Avery. (2020) Redesign of an Outdoor Space in a Swedish Preschool: Opportunities and Constraints for Sustainability Education. International Journal of Early Childhood 52:3, pages 319-335.
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Elin Leirvoll Aschim, Anja Gabrielsen, Martina Tesikova & Mari Bøe. (2020) Å fremme elevers engasjement og handlingskompetansefor bærekraftig utvikling. Norsk pedagogisk tidsskrift 104:3, pages 241-256.
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Katrien Van Poeck & Leif Östman. (2020) The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach. Journal of Philosophy of Education 54:4, pages 1003-1018.
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Jan Varpanen. (2019) What is children's agency? A review of conceptualizations used in early childhood education research. Educational Research Review 28, pages 100288.
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Cecilia Caiman & Britt Jakobson. (2019) The Role of Art Practice in Elementary School Science. Science & Education 28:1-2, pages 153-175.
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Martín Bascopé, Paolo Perasso & Kristina Reiss. (2019) Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development. Sustainability 11:3, pages 719.
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Cecilia Caiman & Iann Lundegård. (2017) Young children’s imagination in science education and education for sustainability. Cultural Studies of Science Education 13:3, pages 687-705.
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Angélica Daniela Orozco Rosales & Luz María Flores Herrera. (2018) Escala Normas Inductivas del Uso de Agua en Preescolares. Acta de Investigación Psicológica 8:1, pages 29-36.
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Per-Olof Wickman. 2017. Exploring Emotions, Aesthetics and Wellbeing in Science Education Research. Exploring Emotions, Aesthetics and Wellbeing in Science Education Research
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Sohyun Meacham. (2016) Peer relationships and internally persuasive discourse. Learning, Culture and Social Interaction 9, pages 95-104.
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