Primary children's views on science and environmental issues: examples of environmental cognitive and moral development

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Environmental literacy comparison between eco-schools and ordinary schools in Slovenia (2009, background): “The role of experiential learning Littledyke (2004) claims that teaching should be focused on achieving environmental education by understanding environmental issues, training in and through the environment.”
The architecture of children’s relationships with nature: a phenomenographic investigation seen through drawings and written narratives of elementary students (2012, background): “…with nature in more distant solitary situations (hiking, enjoying the view, working outside); they are alone in ‘natural areas’, sometimes portraying more complex trends in moral development (Kohlberg 1984; Littledyke 2004) as seen in their written narratives with foci on ‘feeling’ and ‘thinking’.”
Factors influencing primary school children's knowledge of wildlife (2006, background): “Given the identification with pets and anthropomorphised images of animals that children reveal (Littledyke, 2002), generating interest in – and knowledge about – non-mammalian animals may require some imaginative ‘characterisation’ of these species, particularly for girls.”
Students' mental models of the environment† (2007, background): “Littledyke (2004) also found that suburban students at the primary level in the United Kingdom (UK) tended to associate the environment with animals; as a place where animals live.”