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Environmental Education Research Volume 23, 2017 - Issue 4
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Articles

Emotions and values – a case study of meaning-making in ESE

Annika ManniDepartment of Applied Educational Sciences, Umeå University, Umeå, SwedenCorrespondence[email protected]
,
Karin SporreDepartment of Science and Mathematics Education, Umeå University, Umeå, Sweden
&
Christina OttanderDepartment of Applied Educational Sciences, Umeå University, Umeå, Sweden
Pages 451-464 | Received 19 Mar 2015, Accepted 27 Mar 2016, Published online: 02 May 2016

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Adiv Gal. (2023) To teach or not to teach climate change education – the perceptions of sixth-graders in northern Israel. Children's Geographies 0:0, pages 1-18.
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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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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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Håkan Löfgren & Annika Manni. (2022) Valuable everyday encounters in early childhood education: narratives from professionals. Early Years 42:4-5, pages 434-449.
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Felix Okechukwu Dike & Christian Sunday Ugwuanyi. (2022) Learning towards environmental sustainability practices: insights from a values-based participatory research approach. Environmental Education Research 28:4, pages 581-599.
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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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Maria Ojala. (2021) Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education. The Journal of Environmental Education 52:1, pages 40-52.
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Ana M. Gómez-Olmedo, Carmen Valor & Isabel Carrero. (2020) Mindfulness in education for sustainable development to nurture socioemotional competencies: a systematic review and meta-analysis. Environmental Education Research 26:11, pages 1527-1555.
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Tanja Tillmanns. (2020) Learning sustainability as an effect of disruption. Environmental Education Research 26:1, pages 14-26.
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Cecilia Lundholm. (2019) Where to look and what to do? Blank and bright spots in research on environmental and climate change education. Environmental Education Research 25:10, pages 1427-1437.
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Wendy Simms & Marie-Claire Shanahan. (2019) Using reflection to support environmental identity development in the classroom context. Environmental Education Research 25:10, pages 1454-1478.
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Alexander Georg Büssing, Maike Schleper & Susanne Menzel. (2019) Emotions and pre-service teachers’ motivation to teach the context of returning wolves. Environmental Education Research 25:8, pages 1174-1189.
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Lydia Kater-Wettstädt. (2018) How secondary-school students deal with issues of sustainable development in class. Environmental Education Research 24:11, pages 1565-1580.
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Wim Lambrechts, Luc Van Liedekerke & Peter Van Petegem. (2018) Higher education for sustainable development in Flanders: balancing between normative and transformative approaches. Environmental Education Research 24:9, pages 1284-1300.
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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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Articles from other publishers (21)

Wendy Simms & Marie‐Claire Shanahan. (2023) Qualitatively recognizing the dimensions of student environmental identity development within the classroom context. Journal of Research in Science Teaching.
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Samuel Shephard, Charles J. List & Robert Arlinghaus. (2022) Reviving the unique potential of recreational fishers as environmental stewards of aquatic ecosystems. Fish and Fisheries 24:2, pages 339-351.
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Carla-Sophie Wichmann, Daniel Fischer, Sonja Maria Geiger, Daniela Honorato-Zimmer, Katrin Knickmeier, Katrin Kruse, Anna Sundermann & Martin Thiel. (2022) Promoting pro-environmental behavior through citizen science? A case study with Chilean schoolchildren on marine plastic pollution. Marine Policy 141, pages 105035.
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Syed Far Abid Hossain, Yunita Sofyan, Adadu Michael Ushie & Keeratinun Srimuang. (2022) Exploring the Relationship Between Student Engagement and Authentic Learning During COVID-19. International Journal of e-Collaboration 18:1, pages 1-20.
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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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Torben Hansen. (2022) Consumer food sustainability before and during the Covid-19 Crisis: A quantitative content analysis and food policy implications. Food Policy 107, pages 102207.
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Panu Pihkala. (2020) Eco-Anxiety and Environmental Education. Sustainability 12:23, pages 10149.
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Anne-Kathrin Peters, Stefan Bengtsson, Asa Cajander, Mats Daniels, Virginia Grande, Johanna Lonngren & Minna Salminen-Karlsson. (2020) Care ethics to develop computing and engineering education for sustainability. Care ethics to develop computing and engineering education for sustainability.
Annika Manni & Eva Knekta. (2020) “A Little Less Conversation, a Little More Action Please”: Examining Students’ Voices on Education, Transgression, and Societal Change. Sustainability 12:15, pages 6231.
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Emilia Fägerstam. (2020) Vilken roll spelar känslor och värderingar för elevers lärande?. ATENA Didaktik 2:1.
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Ulrika Bossér. (2020) Tema: Samhällsfrågor med naturvetenskapligt innehåll. ATENA Didaktik 2:1.
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Ole Andreas Kvamme. 2020. Rethinking Ethical-Political Education. Rethinking Ethical-Political Education 45 65 .
Niklas Gericke, Annika Manni & Ulrica Stagell. 2020. Green Schools Globally. Green Schools Globally 309 332 .
Rocío Valderrama-Hernández, Fermín Sánchez-Carracedo, Lucía Alcántara Rubio & Dolores Limón-Domínguez. (2019) Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education. A Case Study. Sustainability 12:1, pages 222.
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Sundermann & Fischer. (2019) How Does Sustainability Become Professionally Relevant? Exploring the Role of Sustainability Conceptions in First Year Students. Sustainability 11:19, pages 5155.
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Shu‐Chen Cheng, Gwo‐Jen Hwang & Chih‐Hung Chen. (2019) From reflective observation to active learning: A mobile experiential learning approach for environmental science education. British Journal of Educational Technology 50:5, pages 2251-2270.
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Malin IdelandMalin Ideland. 2019. The Eco-Certified Child. The Eco-Certified Child 59 84 .
Alexander Büssing, Maike Schleper & Susanne Menzel. (2018) Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue. Sustainability 11:1, pages 47.
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Tom Bielik, Dan Damelin & Joseph S. Krajcik. (2018) Shifting the Balance: Engaging Students in Using a Modeling Tool to Learn about Ocean Acidification. EURASIA Journal of Mathematics, Science and Technology Education 15:1.
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Karin Sporre. 2017. Assessment in Ethics Education. Assessment in Ethics Education 115 143 .
Eva Nyberg. 2017. Ethical Literacies and Education for Sustainable Development. Ethical Literacies and Education for Sustainable Development 137 157 .

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