232
References
Almers, E. (2013). Pathways to action competence for sustainability – Six themes. The Journal of
Environmental Education, 44, 116–127.
Amos, R., Knippels, M. C., & Levinson, R. (in press). Socio-scientific inquiry-based learning:
possibilities and challenges for teacher education. In: J. Dillon, M. Evagorou, & J.A. Nielsen
(Eds.), Science Teacher education for responsible citizenship: Towards a pedagogy for relevance through socio-scientific issues. Springer.
Arnold, H., Cohen, F., & Warner, A. (2009). Youth and environmental action: Perspectives of
young environmental leaders on their formative influences. The Journal of Environmental
Education, 40, 27–36.
Ballantyne, R., & Packer, J. (2005). Promoting environmentally sustainable attitudes and behaviors through free-choice learning experiences: What is the state of the game? Environmental
Education Research, 11(3), 281–295.
Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (Eds.). (2009). Learning science in informal environments: People, places, and pursuits. National Research Council. Committee on
learning science in informal environments. Washington, DC: The National Academies Press.
Berkowitz, A. R., Ford, M. E., & Brewer, C. A. (2005). A framework for integrating ecological
literacy, civics literacy, and environmental citizenship in environmental education. In E. A.
Johnson & M. J. Mappin (Eds.), Environmental education and advocacy: Changing perspectives of ecology and education (pp. 227–266). Cambridge: Cambridge University Press.
Bevan, B. (2016). STEM learning ecologies relevant, responsive, and connected. Connected
Science Learning, 01-03-2016. Accessed December 2018, from http://csl.nsta.org/2016/03/
stem-learning-ecologies.
Bowers, C. (2002). Toward an eco-justice pedagogy. Environmental Education Research, 8, 21–34.
Capra, F. (1996). The web of life – A new scientific understanding of living systems. New York:
Anchor Books.
Cole, A. G. (2007). Expanding the field: Revisiting environmental education principles through
multidisciplinary frameworks. The Journal of Environmental Education, 38(2), 35–45.
Dagger, R. (2003). Stopping sprawl for the good of all: The case for civic environmentalism.
Journal of Social Philosophy, 34(1), 28–43.
De Carvalho, L. M., & Lemos de Souza, H. A. (2018). Environmental education research and the
political dimension of education for citizenship: The Brazilian context. In G. Reis & J. Scott
(Eds.), International perspectives on the theory and practice of environmental education: A
reader (Environmental Discourses in Science Education 3). Cham: Springer.
Desjean-Perrotta, B., Moseley, C., & Cantu, L. E. (2008). Preservice teachers’ perceptions of
the environment: Does ethnicity or dominant residential experience matter? The Journal of
Environmental Education, 39, 21–32.
Eshach, H. (2007). Bringing in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190.
European Network for Environmental Citizenship – ENEC. (2018). Defining “Education for
Environmental Citizenship”. Retrieved from http://enec-cost.eu/our-approach/education-forenvironmental-citizenship/, 10 Jan. 2019.
Falk, J. H. (2006). Free-choice environmental learning: Framing the discussion. Environmental
Education Research, 11(3), 265–280.
Forkby, T., & Kiilikoski, T. (2014). Building capacity in youth work: Perspectives and practice in
youth clubs in Finland and Sweden. Youth and Policy, 112, 1–17.
Franklin, K., & Mosavi, S. J. (2017). Environmental citizenship through applied community service learning. Kabul: United Nations Environment.
Goldman, D., Pe’er, S., & Yavetz, B. (2017). Environmental literacy of youth movement members – Is environmentalism a component of their social activism? Environmental Education
Research, 23(4), 486–514.
D. Paraskeva-Hadjichambi et al.
References
Almers, E. (2013). Pathways to action competence for sustainability – Six themes. The Journal of
Environmental Education, 44, 116–127.
Amos, R., Knippels, M. C., & Levinson, R. (in press). Socio-scientific inquiry-based learning:
possibilities and challenges for teacher education. In: J. Dillon, M. Evagorou, & J.A. Nielsen
(Eds.), Science Teacher education for responsible citizenship: Towards a pedagogy for relevance through socio-scientific issues. Springer.
Arnold, H., Cohen, F., & Warner, A. (2009). Youth and environmental action: Perspectives of
young environmental leaders on their formative influences. The Journal of Environmental
Education, 40, 27–36.
Ballantyne, R., & Packer, J. (2005). Promoting environmentally sustainable attitudes and behaviors through free-choice learning experiences: What is the state of the game? Environmental
Education Research, 11(3), 281–295.
Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (Eds.). (2009). Learning science in informal environments: People, places, and pursuits. National Research Council. Committee on
learning science in informal environments. Washington, DC: The National Academies Press.
Berkowitz, A. R., Ford, M. E., & Brewer, C. A. (2005). A framework for integrating ecological
literacy, civics literacy, and environmental citizenship in environmental education. In E. A.
Johnson & M. J. Mappin (Eds.), Environmental education and advocacy: Changing perspectives of ecology and education (pp. 227–266). Cambridge: Cambridge University Press.
Bevan, B. (2016). STEM learning ecologies relevant, responsive, and connected. Connected
Science Learning, 01-03-2016. Accessed December 2018, from http://csl.nsta.org/2016/03/
stem-learning-ecologies.
Bowers, C. (2002). Toward an eco-justice pedagogy. Environmental Education Research, 8, 21–34.
Capra, F. (1996). The web of life – A new scientific understanding of living systems. New York:
Anchor Books.
Cole, A. G. (2007). Expanding the field: Revisiting environmental education principles through
multidisciplinary frameworks. The Journal of Environmental Education, 38(2), 35–45.
Dagger, R. (2003). Stopping sprawl for the good of all: The case for civic environmentalism.
Journal of Social Philosophy, 34(1), 28–43.
De Carvalho, L. M., & Lemos de Souza, H. A. (2018). Environmental education research and the
political dimension of education for citizenship: The Brazilian context. In G. Reis & J. Scott
(Eds.), International perspectives on the theory and practice of environmental education: A
reader (Environmental Discourses in Science Education 3). Cham: Springer.
Desjean-Perrotta, B., Moseley, C., & Cantu, L. E. (2008). Preservice teachers’ perceptions of
the environment: Does ethnicity or dominant residential experience matter? The Journal of
Environmental Education, 39, 21–32.
Eshach, H. (2007). Bringing in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190.
European Network for Environmental Citizenship – ENEC. (2018). Defining “Education for
Environmental Citizenship”. Retrieved from http://enec-cost.eu/our-approach/education-forenvironmental-citizenship/, 10 Jan. 2019.
Falk, J. H. (2006). Free-choice environmental learning: Framing the discussion. Environmental
Education Research, 11(3), 265–280.
Forkby, T., & Kiilikoski, T. (2014). Building capacity in youth work: Perspectives and practice in
youth clubs in Finland and Sweden. Youth and Policy, 112, 1–17.
Franklin, K., & Mosavi, S. J. (2017). Environmental citizenship through applied community service learning. Kabul: United Nations Environment.
Goldman, D., Pe’er, S., & Yavetz, B. (2017). Environmental literacy of youth movement members – Is environmentalism a component of their social activism? Environmental Education
Research, 23(4), 486–514.
D. Paraskeva-Hadjichambi et al.