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Science Activities
Projects and Curriculum Ideas in STEM Classrooms
Volume 55, 2018 - Issue 1-2
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Articles

Literature sources for primary environmental science teachers

Pages 46-57 | Published online: 18 Mar 2019

References

  • Carrier, S., M. Thomson, L. Tugurian, and K. Stevenson. 2014. Elementary science education in classrooms and outdoors: Stakeholder views, gender, ethnicity, and testing. Int. J. Sci. Educ. 36 (13):2195–2220.
  • Cheng, J., and M. Monroe. 2012. Connection to nature: Children’s affective attitude toward nature. Environ. Behav. 44 (1):31–49.
  • Clayton, S. 2003. Environmental identity: A conceptual and an operational definition. In Identity and the natural environment: The psychological significance of nature, ed. S. Clayton and S. Opotow, 45–65. Cambridge, MA: MIT Press.
  • Choo, Y., and L. Dowon. 2018. Love honey, hate bees: Reviving biophilia of elementary school students through environmental education program. Environ. Educ. Res. 24 (3):445–460.
  • Gallagher, T. L., X. Fazio, and T. G. Gunning. 2016. Varying readability of science based text in elementary readers: Challenges for teachers. Read. Improvements 53 (3):128–146.
  • Kalvaitis, D., and R. Monhardt. 2012. The architecture of children’s relations with nature: a phenomenographic investigation seen through drawing and written narratives of elementary students. Environ. Educ. Res. 18 (2):209–227.
  • Mantzicopoulos, P., and H. Patrick. 2011. Reading picture books and learning science: Engaging young children with informational text. Theory Pract. 50 (4):269–276.
  • National Governors Association Center for Best Practices, and Council of Chief State School Officers, 2010. Common core state standards for english language arts. Accessed May 15, 2018. http://www.corestandards.org/ELA-Literacy/RI/1/.
  • National Science Teachers Association. 2003. Position statement on environmental education. Arlington, VA: NSTA Press.
  • NGSS Lead States. 2013. Connections to the common core state standards for literacy in science and technical subjects. In Next generation science standards: for states, by states. Washington, DC: The National Academies Press. http://www.nextgenscience.org/trademark-and-copyright
  • Pellier, A.-S., J. A. Wells, N. K. Abram, D. Gaveau, and E. Meijaard. 2014. Through the eyes of children: Perceptions of environmental change in tropical forests. PLoS One 9 (8):e103005. doi: 10.1371/journal.pone.0103005
  • Quinn, H., H. A. Schweingruber, and T. Keller. 2012. A framework for K-12 science: Practices, crosscutting concepts, and core ideas. Washington, D.C.: National Academies Press.
  • Rop, C., and S. Rop. 2001. Selecting trade books for elementary science units. Sci. Activities 38 (1):19–23.
  • Stapleton, S. 2015. Environmental identity development through social interactions, action, and recognition. J. Environ. Educ. 46 (2):94–113.
  • Tugurian, L., and S. Carrier. 2017. Children’s environmental identity and the elementary science classroom. J. Environ. Educ. 48 (3):143–153.
  • Vaske, J. J., and K. C. Kobrin. 2001. Place attachment and environmentally responsible behavior. J. Environ. Educ. 32 (4):16–21.

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