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Jamie Loizzo, Caroline Nickerson, Caroline Barnett, Taylor Nash, Laura Warner, Savanna Barry & Micheal Allen. (2023) Restore the shore: online STEM engagement impacts on youths’ conceptualizations of living shorelines and connection to water. Applied Environmental Education & Communication 22:3-4, pages 158-176.
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T. Meixner, B. Ciancarelli, E. P. Farrell, D. Silva García, T. Josek, M. M. Kelly, P. Meister, D. Soule & R. Darner. (2023) Asynchronous student engagement in analysis of climate data achieves learning objectives related to climate change understanding, statistical competence, and climate anxiety. Journal of Geoscience Education 0:0, pages 1-11.
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Michelle Catanzaro & Philippa Collin. (2023) Kids communicating climate change: learning from the visual language of the SchoolStrike4Climate protests. Educational Review 75:1, pages 9-32.
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K.C. Busch. (2021) Textbooks of doubt, tested: the effect of a denialist framing on adolescents’ certainty about climate change. Environmental Education Research 27:11, pages 1574-1598.
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Lynne Zummo, Emma Gargroetzi & Antero Garcia. (2021) How youth use scientific argumentation in civic participation on climate change: polar bears, the Great Barrier Reef, and ‘your job as president’. International Journal of Science Education, Part B 11:4, pages 362-377.
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Maria Ojala. (2021) To trust or not to trust? Young people’s trust in climate change science and implications for climate change engagement. Children's Geographies 19:3, pages 284-290.
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Articles from other publishers (13)
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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Lynne Zummo, Emma Gargroetzi & Lea Hadzic. (2023) Theorizing science‐civic practices: Youth adaptation and remixing of scientific numeracies within digital civic media. Science Education.
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Cécile Van de Velde. (2023) ‘What have you done to our world?’: The rise of a global generational voice. International Sociology 38:4, pages 431-457.
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Malcolm S. Johnson, Charlotte A. Jones, Andrew Harwood, Vishnu N. Prahalad & Aidan Davison. 2023. Education and the UN Sustainable Development Goals. Education and the UN Sustainable Development Goals
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Pia Sjöblom, Lili-Ann Wolff, Sari Vuorenpää & Rebecka Grahn. (2022) Primary school students and climate change–an interview study in Finland and Tanzania. Journal of Cleaner Production 380, pages 135099.
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Emma C. Gargroetzi & Antero Garcia. (2022) “I Don’t Think Kids Nowadays Feel Like They Have a Lot of Power”: Exploring Teacher Civic Commitments in a National Online Letter Writing Project. Journal of Teacher Education 73:5, pages 479-493.
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Terra Léger-Goodes, Catherine Malboeuf-Hurtubise, Trinity Mastine, Mélissa Généreux, Pier-Olivier Paradis & Chantal Camden. (2022) Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change. Frontiers in Psychology 13.
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Lili-Ann Wolff, Antti Laherto, Saiki Cheah, Marianna Vivitsou & Minna Autio. (2022) Transformation toward sustainability in Finnish teacher education policy: Promises and shortcomings. Frontiers in Education 7.
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K.C. Busch & Regina Ayala Chávez. (2022) Adolescent framings of climate change, psychological distancing, and implications for climate change concern and behavior. Climatic Change 171:3-4.
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Lynda Dunlop, Lucy Atkinson, Denise Mc Keown & Maria Turkenburg‐van Diepen. (2021) Youth representations of environmental protest. British Educational Research Journal 47:6, pages 1540-1559.
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Tripp Shealy, Andrew Katz, Allison Godwin & Michael Bell. (2021) Civil Engineering Students’ Beliefs about Global Warming and Misconceptions about Climate Science. Journal of Civil Engineering Education 147:4.
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Verónica Iniguez-Gallardo, Daniela Lenti Boero & Joseph Tzanopoulos. (2021) Climate Change and Emotions: Analysis of People’s Emotional States in Southern Ecuador. Frontiers in Psychology 12.
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Hannah R. Feldman. (2021) Motivators of Participation and Non-Participation in Youth Environmental Protests. Frontiers in Political Science 3.
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