260
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. The School Science Review, 100(371), 53–58.
Lievrouw, L. A. (2011). Alternative and activist new media. Cambridge: Polity.
Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder.
Algonquin books.
Maniates, M. (2001). Individualization: Plant a tree, buy a bike, save the world. Global
Environmental Politics, 1, 31–52.
Marques, A. R., & Reis, P. (2017). Based collective activism through the production and dissemination of Vodcasts about environmental pollution in the 8th grade. Sisyphus-Journal of
Education, 5(2), 116–137.
McGill, I., & Brockbank, A. (2004). The action learning handbook: Powerful techniques for education, professional development and training. London: Routledge Falmer.
Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (1998). Teaching science for understanding: A
human constructivist view. San Diego, CA: Academic Press.
Moore, J. (2005). Barriers and pathways to creating sustainability education programs: Moving
from rhetoric to reality. Environmental Education Research, 11(5), 537–555.
Nisbet, E. K., Zelenski, J. A., & Murphy, S. A. (2009). The nature relatedness scale: Linking
individuals connection with nature to environmental concern and behaviour. Environment and
Behaviour, 41, 715–740.
Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2010). Happiness is in our nature: Exploring
nature relatedness as a contributor to subjective well-being. Journal of Happiness Studies, 12,
303–322. https://doi.org/10.1007/s10902-010-9197-7.
Owens, D. C., Sadler, T. D., & Zeidler, D. L. (2017). Controversial issues in the science classroom.
Phi Delta Kappan, 99(4), 45–49.
Paraskeva-Hadjichambi, D., Korfiatis, K., Hadjichambis, A., & Arianoutsou, M. (2012).
Conservation reasoning and proposed actions for the protection of threatened plant species:
Insights from a sample of rural and urban children of Cyprus. Society & Natural Resources: An
International Journal, 25(9), 868–882.
Paraskeva-Hadjichambi, D., Hadjichambis, A. C., & Korfiatis, K. (2015). How students’ values are
intertwined with decisions in a socio-scientific issue. International Journal of Environmental &
Science Education, 10(3), 493–513.
Postma, D. W. (2006). Why care for nature? In search of an ethical framework for environmental
responsibility and education. New York: Springer.
Revans, R. W. (1998). ABC of action learning: Empowering manages to act and learn from action.
London: Tavistock.
Robottom, I., & Hart, P. (1995). Behaviorist EE research: Environmentalism as individualism. The
Journal of Environmental Education, 26(2), 5–9.
Sandin, P. (1999). Dimensions of the precautionary principle. Human and Ecological Risk
Assessment: An International Journal, 5(5), 889–907.
Schauble, L. (1996). The development of scientific reasoning in knowledge-ric contexts.
Developmental Psychology, 32, 102–119.
Schild, R. (2016). Environmental citizenship: What can political theory contribute to environmental education practice? The Journal of Environmental Education, 47(1), 19–34.
Schindel Dimick, A. (2015). Supporting youth to develop environmental citizenship within/against
a neoliberal context. Environmental Education Research, 21(3), 390–402.
Schultz, P. W. (2002). Inclusion with nature: The psychology of human-nature relations. In P. W.
Schmuck & W. P. Schultz (Eds.), Psychology of sustainable development (pp. 62–78). Norwell,
MA: Kluwer Academic.
Schulz W., Ainley, J., Fraillon, J., Losito, B., & Agrusti, G. (2016). IEA international civic and
citizenship education study 2016 assessment framework. Amsterdam: IEA http://research.acer.
edu.au/civics/24.
A. Ch. Hadjichambis and D. Paraskeva-Hadjichambi
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. The School Science Review, 100(371), 53–58.
Lievrouw, L. A. (2011). Alternative and activist new media. Cambridge: Polity.
Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder.
Algonquin books.
Maniates, M. (2001). Individualization: Plant a tree, buy a bike, save the world. Global
Environmental Politics, 1, 31–52.
Marques, A. R., & Reis, P. (2017). Based collective activism through the production and dissemination of Vodcasts about environmental pollution in the 8th grade. Sisyphus-Journal of
Education, 5(2), 116–137.
McGill, I., & Brockbank, A. (2004). The action learning handbook: Powerful techniques for education, professional development and training. London: Routledge Falmer.
Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (1998). Teaching science for understanding: A
human constructivist view. San Diego, CA: Academic Press.
Moore, J. (2005). Barriers and pathways to creating sustainability education programs: Moving
from rhetoric to reality. Environmental Education Research, 11(5), 537–555.
Nisbet, E. K., Zelenski, J. A., & Murphy, S. A. (2009). The nature relatedness scale: Linking
individuals connection with nature to environmental concern and behaviour. Environment and
Behaviour, 41, 715–740.
Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2010). Happiness is in our nature: Exploring
nature relatedness as a contributor to subjective well-being. Journal of Happiness Studies, 12,
303–322. https://doi.org/10.1007/s10902-010-9197-7.
Owens, D. C., Sadler, T. D., & Zeidler, D. L. (2017). Controversial issues in the science classroom.
Phi Delta Kappan, 99(4), 45–49.
Paraskeva-Hadjichambi, D., Korfiatis, K., Hadjichambis, A., & Arianoutsou, M. (2012).
Conservation reasoning and proposed actions for the protection of threatened plant species:
Insights from a sample of rural and urban children of Cyprus. Society & Natural Resources: An
International Journal, 25(9), 868–882.
Paraskeva-Hadjichambi, D., Hadjichambis, A. C., & Korfiatis, K. (2015). How students’ values are
intertwined with decisions in a socio-scientific issue. International Journal of Environmental &
Science Education, 10(3), 493–513.
Postma, D. W. (2006). Why care for nature? In search of an ethical framework for environmental
responsibility and education. New York: Springer.
Revans, R. W. (1998). ABC of action learning: Empowering manages to act and learn from action.
London: Tavistock.
Robottom, I., & Hart, P. (1995). Behaviorist EE research: Environmentalism as individualism. The
Journal of Environmental Education, 26(2), 5–9.
Sandin, P. (1999). Dimensions of the precautionary principle. Human and Ecological Risk
Assessment: An International Journal, 5(5), 889–907.
Schauble, L. (1996). The development of scientific reasoning in knowledge-ric contexts.
Developmental Psychology, 32, 102–119.
Schild, R. (2016). Environmental citizenship: What can political theory contribute to environmental education practice? The Journal of Environmental Education, 47(1), 19–34.
Schindel Dimick, A. (2015). Supporting youth to develop environmental citizenship within/against
a neoliberal context. Environmental Education Research, 21(3), 390–402.
Schultz, P. W. (2002). Inclusion with nature: The psychology of human-nature relations. In P. W.
Schmuck & W. P. Schultz (Eds.), Psychology of sustainable development (pp. 62–78). Norwell,
MA: Kluwer Academic.
Schulz W., Ainley, J., Fraillon, J., Losito, B., & Agrusti, G. (2016). IEA international civic and
citizenship education study 2016 assessment framework. Amsterdam: IEA http://research.acer.
edu.au/civics/24.
A. Ch. Hadjichambis and D. Paraskeva-Hadjichambi