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978-90-8686-203-0.
Misiaszek, G. W. (2015). Ecopedagogy and citizenship in the age of globalisation: Connections
between environmental and global citizenship education to save the planet. European Journal
of Education, 50(3). https://doi.org/10.1111/ejed.12138.
Misiaszek, G. W. (2016). Ecopedagogy and citizenship in the age of globalization: Essential
connections between environmental and global citizenship education to save the planet.
International Review of Education, 62(5), 587–607.
Morin, O., Simonneaux, L., Simonneaux, J., & Tytler, R. (2013). Digital technology to support students’ socioscientific reasoning about environmental issues. Journal of Biological Education,
47(3), 157–165.
Murphy, T. (2008). Democratic schooling practices in the Republic of Ireland: The gaps between
the rhetoric and reality. Irish Educational Studies, 27(1), 29–39.
NAAEE. (1999). Excellence in environmental education. In Guidelines for learning (K-12).
Washington: North American Association for Environmental Education.
NAAEE. (2004). Environmental education materials: Guidelines for excellence. Washington, DC:
NAAEE.
Nagel, M. (2005). Constructing apathy: How environmentalism and environmental education
may be fostering ‘learned hopelessness’ in children. Australian Journal of Environmental
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education through science teachers’ perspectives and textbooks’ coverage. ERIC Document.
Patrick, W. (2010). Recognising non-formal and informal learning outcomes, policies and practices: Outcomes, policies and practices 2009 (35). Paris: OECD Publishing.
Reis, P. (2014a). Promoting students’ collective socio-scientific activism: Teachers’ perspectives.
In L. Bencze & S. Alsop (Eds.), Activist science and technology education (pp. 547–574).
Dordrecht: Springer.
Reis, P. (2014b). Acción socio-política sobre cuestiones socio-científicas: reconstruyendo la formación docente y el currículo. Uni-pluri/versidad, 14(2), 16–26.
Saglam, Y., & Ozbek, M. (2016). Children’s conceptual development: A long-run investigation.
Journal of Education in Science, Environment and Health (JESEH), 2(2), 145–159.
Sarmah, S., & Bhuyan, S. (2015). Analysis of environmental education components in the existing textbooks from class V to VII, developed and adopted by the state council of educational
research and training, Assam. International Journal of Humanities and Social Science Studies
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Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress:
Empirical validation of interventions. American Psychologist, 60(5), 410.
Simonneaux, J., & Simonneaux, L. (2012). Educational configurations for teaching environmental
socioscientific issues within the perspective of sustainability. Research in Science Education,
42(1), 75–94.
Skinner, E., & Chi, U. (2012). The learning-gardens educational as intrinsic motivation and engagement as “active ingredients” in garden-based education: Examining models and measures
derived from self-determination theory. The Journal of Environmental Education, 43(October
2013), 16–36. https://doi.org/10.1080/00958964.2011.596856.
11 Environmental Citizenship in Primary Formal Education
McNaughton, M. J. (2012). We know how they feel: Global storylines as transformative, ecological learning. In A. E. J. Wals & P. B. Corcoran (Eds.), Learning for sustainability in times
of accelerating change (pp. 457–476). Wageningen: Wageningen Academic Publishers. ISBN
978-90-8686-203-0.
Misiaszek, G. W. (2015). Ecopedagogy and citizenship in the age of globalisation: Connections
between environmental and global citizenship education to save the planet. European Journal
of Education, 50(3). https://doi.org/10.1111/ejed.12138.
Misiaszek, G. W. (2016). Ecopedagogy and citizenship in the age of globalization: Essential
connections between environmental and global citizenship education to save the planet.
International Review of Education, 62(5), 587–607.
Morin, O., Simonneaux, L., Simonneaux, J., & Tytler, R. (2013). Digital technology to support students’ socioscientific reasoning about environmental issues. Journal of Biological Education,
47(3), 157–165.
Murphy, T. (2008). Democratic schooling practices in the Republic of Ireland: The gaps between
the rhetoric and reality. Irish Educational Studies, 27(1), 29–39.
NAAEE. (1999). Excellence in environmental education. In Guidelines for learning (K-12).
Washington: North American Association for Environmental Education.
NAAEE. (2004). Environmental education materials: Guidelines for excellence. Washington, DC:
NAAEE.
Nagel, M. (2005). Constructing apathy: How environmentalism and environmental education
may be fostering ‘learned hopelessness’ in children. Australian Journal of Environmental
Education, 21, 71–80.
OECD. (2018). Recognition of non-formal and informal learning – Home. http://www.oecd.org/
education/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm
Oguz Unver, A., Fortner, R., Adadan, E., Gay, K., Kim, C., Yalcinoglu, P., Bektasli, B., CookHoggarth, K. L., McDonald, C., Mishler, K., & Manzo, L. (2004). A look at environmental
education through science teachers’ perspectives and textbooks’ coverage. ERIC Document.
Patrick, W. (2010). Recognising non-formal and informal learning outcomes, policies and practices: Outcomes, policies and practices 2009 (35). Paris: OECD Publishing.
Reis, P. (2014a). Promoting students’ collective socio-scientific activism: Teachers’ perspectives.
In L. Bencze & S. Alsop (Eds.), Activist science and technology education (pp. 547–574).
Dordrecht: Springer.
Reis, P. (2014b). Acción socio-política sobre cuestiones socio-científicas: reconstruyendo la formación docente y el currículo. Uni-pluri/versidad, 14(2), 16–26.
Saglam, Y., & Ozbek, M. (2016). Children’s conceptual development: A long-run investigation.
Journal of Education in Science, Environment and Health (JESEH), 2(2), 145–159.
Sarmah, S., & Bhuyan, S. (2015). Analysis of environmental education components in the existing textbooks from class V to VII, developed and adopted by the state council of educational
research and training, Assam. International Journal of Humanities and Social Science Studies
(IJHSSS) A Peer-Reviewed Bi-monthly Bi-lingual Research Journal, 2(1), 271–277.
Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances
and empirical tests in 20 countries. Advances in Experimental Social Psychology, 25(1), 1–65.
Schwartz, S. H. (1994). Are there universal aspects in the structure and content of human values?
Journal of Social Issues, 50, 19–45.
Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress:
Empirical validation of interventions. American Psychologist, 60(5), 410.
Simonneaux, J., & Simonneaux, L. (2012). Educational configurations for teaching environmental
socioscientific issues within the perspective of sustainability. Research in Science Education,
42(1), 75–94.
Skinner, E., & Chi, U. (2012). The learning-gardens educational as intrinsic motivation and engagement as “active ingredients” in garden-based education: Examining models and measures
derived from self-determination theory. The Journal of Environmental Education, 43(October
2013), 16–36. https://doi.org/10.1080/00958964.2011.596856.
11 Environmental Citizenship in Primary Formal Education