233
Gough, S., & Scott, W. (2007). Higher education and sustainable development: Paradox and possibility. London: Routledge.
Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational
Researcher, 32(4), 3–12.
Hadjichambis, A. C., Georgiou, Y., Paraskeva-Hadjichambi, D. P., Ioannou, H., & Manoli, C. C.
(2015). Integrating sustainable consumption into environmental education: A case study on
environmental representations, decision making and intention to act. International Journal of
Environmental and Science Education, 10(1), 67–86.
Hollweg, K.S., Taylor, J.R., Bybee, R.W., Marcinkowski, T.J., Mcbeth, W.C., & Ziodo, P. (2011).
Developing a framework for assessing environmental literacy. Washington, DC: North
American Association for Environmental Education. Available at: https://www.naaee.net.
Hungerford, H. (2010). Environmental education (EE) for the 21st century: Where have we been?
Where are we now? Where are we headed? The Journal of Environmental Education, 41, 1–6.
Ives, C. D., Giusti, M., Fischer, J., Abson, D. J., Klaniecki, K., Dorninger, C., Laudan, J., Barthel,
S., Abernethy, P., Martín-López, B., Raymond, C. M., Kendal, D., & Wehrden, H. (2017).
Human–nature connection: A multidisciplinary review. Current Opinion in Environmental
Sustainability, 26, 106–113.
Ives, C. D., Abson, D. J., von Wehrden, H., Dorninger, C., Klaniecki, K., & Fischer, J. (2018).
Reconnecting with nature for sustainability. Sustainable Science, 13, 1–9.
Jensen, B. B., & Schnack, K. (1997). The action competence approach in environmental education.
Environmental Education Research, 3(2), 163–178.
Kiilakoski, T., & Kivijärvi, A. (2015). Youth clubs as spaces of non-formal learning: Professional
idealism meets the spatiality experienced by young people in Finland. Studies in Continuing
Education, 37(1), 47–61.
Kleiber, D. A., & Powell, G. M. (2005). Historical change in leisure activities during after-school
hours. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts
of development: Extracurricular activities, after-school and community programs (pp. 23–44).
Mahwah: Lawrence Erlbaum Associates.
Knippels, M. C. P. J., & van Harskamp, M. (2018). An educational sequence for implementing
socio-scientific inquiry-based learning. School Science Review, 100(371), 46–52.
Kool, R. (2012). What do we talk about when we talk about ‘change’ in environmental education?
Paper presented at EECOM conference, University of Waterloo.
Kudryavtsev, A., Stedman, R. C., & Krasny, M. E. (2012). Sense of place in environmental education. Environmental Education Research, 18(2), 229–250.
Levinson, R. (2018). Introducing socio-scientific inquiry-based learning (SSIBL). School Science
Review, 100(371), 31–35.
Levinson, R., Knippels, M.C., van Dam, F., Kyza, E. et al. (2017). Science and society in education. Socio-Scientific Inquiry-Based Learning: connecting formal and informal science education with society. https://www.parrise.eu/wp-content/uploads/2018/03/parrise-en-rgb.pdf.
Light, A. (2002). Restoring ecological citizenship. In B. Minteer & B. P. Taylor (Eds.), Democracy
and the claims of nature (pp. 153–172). Lanham: Rowman & Littlefield.
Light, A. (2003). Urban ecological citizenship. Journal of Social Philosophy, 34(1), 44–63.
Lotz-Sisitka, H., Belliethathan, S., Pradhan, M., Odeke G., and Olewe, B.W., (2017). Africa
Environmental Education and Training Action Plan 2015–2024: Strengthening Sustainable
Development in Africa, United Nations Environment Programme.
Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel
Hill: Algonquin Books.
Maniates, M. (2001). Individualization: Plant a tree, buy a bike, save the world. Global
Environmental Politics, 1, 31–52.
Manning, B., & Ryan, R. (2004). Youth and citizenship. Australian Government Department of
Family and Community Services. National Youth Affairs Research Scheme. isbn:0 9752498
2 7.
14 Educating for Environmental Citizenship in Non-formal Frameworks…
Gough, S., & Scott, W. (2007). Higher education and sustainable development: Paradox and possibility. London: Routledge.
Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational
Researcher, 32(4), 3–12.
Hadjichambis, A. C., Georgiou, Y., Paraskeva-Hadjichambi, D. P., Ioannou, H., & Manoli, C. C.
(2015). Integrating sustainable consumption into environmental education: A case study on
environmental representations, decision making and intention to act. International Journal of
Environmental and Science Education, 10(1), 67–86.
Hollweg, K.S., Taylor, J.R., Bybee, R.W., Marcinkowski, T.J., Mcbeth, W.C., & Ziodo, P. (2011).
Developing a framework for assessing environmental literacy. Washington, DC: North
American Association for Environmental Education. Available at: https://www.naaee.net.
Hungerford, H. (2010). Environmental education (EE) for the 21st century: Where have we been?
Where are we now? Where are we headed? The Journal of Environmental Education, 41, 1–6.
Ives, C. D., Giusti, M., Fischer, J., Abson, D. J., Klaniecki, K., Dorninger, C., Laudan, J., Barthel,
S., Abernethy, P., Martín-López, B., Raymond, C. M., Kendal, D., & Wehrden, H. (2017).
Human–nature connection: A multidisciplinary review. Current Opinion in Environmental
Sustainability, 26, 106–113.
Ives, C. D., Abson, D. J., von Wehrden, H., Dorninger, C., Klaniecki, K., & Fischer, J. (2018).
Reconnecting with nature for sustainability. Sustainable Science, 13, 1–9.
Jensen, B. B., & Schnack, K. (1997). The action competence approach in environmental education.
Environmental Education Research, 3(2), 163–178.
Kiilakoski, T., & Kivijärvi, A. (2015). Youth clubs as spaces of non-formal learning: Professional
idealism meets the spatiality experienced by young people in Finland. Studies in Continuing
Education, 37(1), 47–61.
Kleiber, D. A., & Powell, G. M. (2005). Historical change in leisure activities during after-school
hours. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts
of development: Extracurricular activities, after-school and community programs (pp. 23–44).
Mahwah: Lawrence Erlbaum Associates.
Knippels, M. C. P. J., & van Harskamp, M. (2018). An educational sequence for implementing
socio-scientific inquiry-based learning. School Science Review, 100(371), 46–52.
Kool, R. (2012). What do we talk about when we talk about ‘change’ in environmental education?
Paper presented at EECOM conference, University of Waterloo.
Kudryavtsev, A., Stedman, R. C., & Krasny, M. E. (2012). Sense of place in environmental education. Environmental Education Research, 18(2), 229–250.
Levinson, R. (2018). Introducing socio-scientific inquiry-based learning (SSIBL). School Science
Review, 100(371), 31–35.
Levinson, R., Knippels, M.C., van Dam, F., Kyza, E. et al. (2017). Science and society in education. Socio-Scientific Inquiry-Based Learning: connecting formal and informal science education with society. https://www.parrise.eu/wp-content/uploads/2018/03/parrise-en-rgb.pdf.
Light, A. (2002). Restoring ecological citizenship. In B. Minteer & B. P. Taylor (Eds.), Democracy
and the claims of nature (pp. 153–172). Lanham: Rowman & Littlefield.
Light, A. (2003). Urban ecological citizenship. Journal of Social Philosophy, 34(1), 44–63.
Lotz-Sisitka, H., Belliethathan, S., Pradhan, M., Odeke G., and Olewe, B.W., (2017). Africa
Environmental Education and Training Action Plan 2015–2024: Strengthening Sustainable
Development in Africa, United Nations Environment Programme.
Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel
Hill: Algonquin Books.
Maniates, M. (2001). Individualization: Plant a tree, buy a bike, save the world. Global
Environmental Politics, 1, 31–52.
Manning, B., & Ryan, R. (2004). Youth and citizenship. Australian Government Department of
Family and Community Services. National Youth Affairs Research Scheme. isbn:0 9752498
2 7.
14 Educating for Environmental Citizenship in Non-formal Frameworks…