Experiencing nature: Affective, cognitive, and evaluative development in children.

By S. Kellert. 2002

596 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0888d6a7d635f433b1b686ad62a8a4505b58032f

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Citations in the corpus

The Critical Challenge of Climate Change for Psychology (2014, background): “Thus, appreciation for and the recreational use of nature has been found to be a motivational source for environmental conservation (e.g., Hartig, Kaiser, & Bowler, 2001; Kellert, 2002).”
The architecture of children’s relationships with nature: a phenomenographic investigation seen through drawings and written narratives of elementary students (2012, background): “Hart 1979; Sobel 1998, 2002), play (Fjortoft 2001), identity development (Clayton and Opotow 2004; Gebhard, Nervers, and Billmann-Mahecha 2003; Kals and Ittner 2003), autobiographies of childhood (Chawla 1994, 2002), role of age (Kellert 2002), gender (Scharft 2003), race (Kahn and Friedman 1995), a”
Influence of a Field Trip on the Attitude of Schoolchildren toward Unpopular Organisms: An Experience with Snakes (2012, background): “Field trips are unanimously considered as the most efficient way to promote positive attitudes by acting both on cognitive knowledge and affective development (Knapp and Barrie, 2001; Kellert, 2002; Rickinson et al., 2004).”
Connecting students to nature – how intensity of nature experience and student age influence the success of outdoor education programs (2017, background): “Literature proposes that childhood is the crucial life period regarding the development of a bonding with nature (Berk 2006; Kals, Schumacher, and Montada 1999; Kellert 2002).”
HEAD, HEART AND HANDS MODEL FOR TRANSFORMATIVE LEARNING: PLACE AS CONTEXT FOR CHANGING SUSTAINABILITY VALUES (2015, background): “Nature experiences have been associated with cognitive, emotional, social and psycho-motor development as well as mental and physical health (Burdette & Whitaker, 2005; Frumkin, 2001; Kellert, 2002; Louv, 2005).”
Secondary school students' interests, attitudes and values concerning school science related to environmental issues in Finland (2011, background): “At school, the development of positive biocentric value can be easily linked, for instance, to out-of-school education such as residential field courses in biology, in which the opportunity to observe and take care of animals, plants and living nature enhances environmental sensitivity (Amos and Rei”
Perceptual Evaluation of Natural Landscapes (2015, methodology): “Our modern lifestyles have created psychological and physical divisions between human habitats and the natural world (Kellert, 2002; Louv, 2005).”
Global Urbanization and the Separation of Humans from Nature (2004, background): “Human health (Rohde and Kendle 1994), child development (Kellert 2002), and human appreciation of nature—and thus the conservation of nature everywhere (Gould 1991)— may depend on finding and implementing solutions to the dissociation of urban humans from nature.”
Construction and Validation of an Instrument to Measure Environmental Orientations in a Diverse Group of Children (2011, background): “Together, these subscales encompassed elements of ecological appreciation and environmental concern analogous to earlier studies (Eagles & Demare, 1999; Kellert, 2002).”
Extinction of experience: the loss of human–nature interactions (2016, background): “In a similar vein, Kellert ( 2002 ) observed that society has become “so estranged from its natural origins, it has failed to recognize our species’ basic dependence on nature as a condition of growth and development”.”