190
Ferreira, M. A., & Pitarma, R. (2018). Outdoor learning activities as facilitators in the construction
of environmental citizenship. In N. Llevot-Calvet & O. Bernad-Cavero (Eds.), Advanced learning and teaching environments. London: Intechopen.
Fordham, P. (1993). Informal, non-formal and formal education programmes. London: YMCA.
Gill, T. (2014). The benefits of children’s engagement with nature: A systematic review. Children,
Youth and Environments, 24(2), 10–34.
Goldman, D., Pe’er, S., & Yavetz, B. (2015). Environmental literacy of youth movement members – is environmentalism a component of their social activism? Environmental Education
Research, 23(4), 486–514.
Hadjichambis, A., & Reis, P. (2018). European Network for Environmental Citizenship (ENEC).
Impact, 8, 52–54.
Heimlich, J. E. (1993). Nonformal environmental education: Toward a working definition. ERIC
Clearinghouse for Science, Mathematics, and Environmental Education, SE 053 515.
Kahn, P. H., Jr. (2002). Children’s affiliations with nature: Structure, development, and the problem of environmental generational amnesia. In P. H. Kahn Jr. & S. R. Kellert (Eds.), Children
and nature: Psychological, sociocultural, and evolutionary investigations. Cambridge: The
MIT Press.
Kellert, S. R. (2002). Experiencing nature: Affective, cognitive and evaluative development in children. In P. H. Kahn & S. R. Kellert (Eds.), Children and nature: Psychological, sociocultural
and evolutionary investigations. Cambridge: MIT Press.
Kellert, S. R. (2005). Building for life: Designing & understanding the human-nature connection.
Washington, DC: Island Press.
Kempton, W., & Holland. (2003). Identity and sustained environmental practice. In S. Clayton &
S. Opotow (Eds.), Identity and the natural environment (pp. 317–341). Cambridge, MA: MIT
Press.
Kimble, G. (2014). Children learning about biodiversity at an environment centre, a museum and
at live animal shows. Studies in Educational Evaluation, 41, 48–57.
Levi, D., & Kocher, S. (1999). Humans valuing nature: Synthesising insights from philosophy,
psychology and economics. Environmental Values, 8, 381–401.
Lockhart, A. S. (2016). Non-formal and informal programs and activities that promote acquisition
of knowledge and skills in areas of Global Citizenship Education (GCED) and Education for
Sustainable Development (ESD). Paper commissioned for the Global education monitoring
report 2016, Education for people and planet: Creating sustainable futures for all, UNESCO,
ED/GEMR/MRT/2016/PA/22.
Malone, K. (2013). “The future lies in our hands”: Children as researchers and environmental
change agents in designing a child-friendly neighbourhood. Local Environment, 18, 372–395.
Manoli, C. C., Johnson, B., Hadjichambis, A., Hadjichambi, D., Georgiou, Y., & Ioannou, H.
(2014). Evaluating the impact of the earthkeepers earth education program on children’s ecological understandings, values and attitudes, and behaviour in Cyprus. Studies in Educational
Evaluation, 41, 29–37.
Norland, N. (2005). The nuances of being “non”: Evaluating non-formal education programs and
settings. New Directions in Evaluation, 108, 5–12.
Romi, S., & Schmida, M. (2008). Non formal education: A major educational force in the postmodern era. Cambridge Journal of Education, 39(2), 257–273.
Ruiz-Mallen, I., Barraza, L., Bodenhorn, B., & Reyes-García, V. (2009). Evaluating the impact
of an environmental education programme: An empirical study in Mexico. Environmental
Education Research, 15(3), 371–387.
Ryan, R., & Deci, E. (2003). On assimilating identities to the self. In M. Leary & J. Tangney
(Eds.), Handbook of self and identity (pp. 253–272). New York: Guilford.
Schultz, P. W. (2000). Empathizing with nature: The effects of perspective taking on concern for
environmental education. Journal of Social Issues, 56(3), 391–406.
Tanner, T. (1980). Significant life experiences: A new research area in environmental education.
The Journal of Environmental Education, 11(4), 20–24.
J. Boeve-de Pauw and R. Halbac-Zamfir
Ferreira, M. A., & Pitarma, R. (2018). Outdoor learning activities as facilitators in the construction
of environmental citizenship. In N. Llevot-Calvet & O. Bernad-Cavero (Eds.), Advanced learning and teaching environments. London: Intechopen.
Fordham, P. (1993). Informal, non-formal and formal education programmes. London: YMCA.
Gill, T. (2014). The benefits of children’s engagement with nature: A systematic review. Children,
Youth and Environments, 24(2), 10–34.
Goldman, D., Pe’er, S., & Yavetz, B. (2015). Environmental literacy of youth movement members – is environmentalism a component of their social activism? Environmental Education
Research, 23(4), 486–514.
Hadjichambis, A., & Reis, P. (2018). European Network for Environmental Citizenship (ENEC).
Impact, 8, 52–54.
Heimlich, J. E. (1993). Nonformal environmental education: Toward a working definition. ERIC
Clearinghouse for Science, Mathematics, and Environmental Education, SE 053 515.
Kahn, P. H., Jr. (2002). Children’s affiliations with nature: Structure, development, and the problem of environmental generational amnesia. In P. H. Kahn Jr. & S. R. Kellert (Eds.), Children
and nature: Psychological, sociocultural, and evolutionary investigations. Cambridge: The
MIT Press.
Kellert, S. R. (2002). Experiencing nature: Affective, cognitive and evaluative development in children. In P. H. Kahn & S. R. Kellert (Eds.), Children and nature: Psychological, sociocultural
and evolutionary investigations. Cambridge: MIT Press.
Kellert, S. R. (2005). Building for life: Designing & understanding the human-nature connection.
Washington, DC: Island Press.
Kempton, W., & Holland. (2003). Identity and sustained environmental practice. In S. Clayton &
S. Opotow (Eds.), Identity and the natural environment (pp. 317–341). Cambridge, MA: MIT
Press.
Kimble, G. (2014). Children learning about biodiversity at an environment centre, a museum and
at live animal shows. Studies in Educational Evaluation, 41, 48–57.
Levi, D., & Kocher, S. (1999). Humans valuing nature: Synthesising insights from philosophy,
psychology and economics. Environmental Values, 8, 381–401.
Lockhart, A. S. (2016). Non-formal and informal programs and activities that promote acquisition
of knowledge and skills in areas of Global Citizenship Education (GCED) and Education for
Sustainable Development (ESD). Paper commissioned for the Global education monitoring
report 2016, Education for people and planet: Creating sustainable futures for all, UNESCO,
ED/GEMR/MRT/2016/PA/22.
Malone, K. (2013). “The future lies in our hands”: Children as researchers and environmental
change agents in designing a child-friendly neighbourhood. Local Environment, 18, 372–395.
Manoli, C. C., Johnson, B., Hadjichambis, A., Hadjichambi, D., Georgiou, Y., & Ioannou, H.
(2014). Evaluating the impact of the earthkeepers earth education program on children’s ecological understandings, values and attitudes, and behaviour in Cyprus. Studies in Educational
Evaluation, 41, 29–37.
Norland, N. (2005). The nuances of being “non”: Evaluating non-formal education programs and
settings. New Directions in Evaluation, 108, 5–12.
Romi, S., & Schmida, M. (2008). Non formal education: A major educational force in the postmodern era. Cambridge Journal of Education, 39(2), 257–273.
Ruiz-Mallen, I., Barraza, L., Bodenhorn, B., & Reyes-García, V. (2009). Evaluating the impact
of an environmental education programme: An empirical study in Mexico. Environmental
Education Research, 15(3), 371–387.
Ryan, R., & Deci, E. (2003). On assimilating identities to the self. In M. Leary & J. Tangney
(Eds.), Handbook of self and identity (pp. 253–272). New York: Guilford.
Schultz, P. W. (2000). Empathizing with nature: The effects of perspective taking on concern for
environmental education. Journal of Social Issues, 56(3), 391–406.
Tanner, T. (1980). Significant life experiences: A new research area in environmental education.
The Journal of Environmental Education, 11(4), 20–24.
J. Boeve-de Pauw and R. Halbac-Zamfir