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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

The outcomes of nature-based learning for primary school aged children: a systematic review of quantitative research
Nicole Miller, Saravana Kumar, Karma Pearce, et al.
Environmental Education Research (2021) Vol. 27, Iss. 8, pp. 1115-1140
Closed Access | Times Cited: 32

Showing 1-25 of 32 citing articles:

Getting Out of the Classroom and Into Nature: A Systematic Review of Nature-Specific Outdoor Learning on School Children's Learning and Development
Jeff Mann, Tonia Gray, Son Truong, et al.
Frontiers in Public Health (2022) Vol. 10
Open Access | Times Cited: 59
Psychological Benefits of Attending Forest School for Preschool Children: a Systematic Review
Enrico Sella, Monica Bolognesi, Emma Bergamini, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Open Access | Times Cited: 22
Scoping reviews: Their development and application in environmental and sustainability education research
Laura Gutierrez-Bucheli, Alan Reid, Gillian Kidman
Environmental Education Research (2022) Vol. 28, Iss. 5, pp. 645-673
Open Access | Times Cited: 26
Health promotion meets sustainable movement-based education in school—a “walking school” initiative in Sweden
Rasmus Karlander, Susanna Geidne
Health Promotion International (2025) Vol. 40, Iss. 1
Open Access
Driven by feelings or stimulated by context: how childhood nature experience shaped adulthood pro-environmental behavior?
Qi-song Yan, Yonghua Cai, Weihong Zeng
Frontiers in Psychology (2025) Vol. 16
Open Access
Honouring the value of outdoor learning with high-quality research
Jeff Mann
Journal of Adventure Education & Outdoor Learning (2025), pp. 1-4
Open Access
The impact of nature-based learning on student health: a scoping review
Marie-Ève Langelier, Julie Fortin, Janie Gauthier-Boudreau, et al.
Journal of Outdoor and Environmental Education (2025)
Closed Access
Primary School Educators’ Perspectives and Experiences of Nature-Based Play and Learning and Its Benefits, Barriers, and Enablers: A Qualitative Descriptive Study
Nicole Miller, Saravana Kumar, Karma Pearce, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 6, pp. 3179-3179
Open Access | Times Cited: 16
K-11 teachers’ school-based outdoor education practices in the province of Québec, Canada: from local initiatives to a grassroots movement
Jean‐Philippe Ayotte‐Beaudet, Félix Berrigan, Antoine Deschamps, et al.
Journal of Adventure Education & Outdoor Learning (2023) Vol. 24, Iss. 2, pp. 334-347
Open Access | Times Cited: 7
Does growth in the outdoors stay in the outdoors? The impact of an extended residential and outdoor learning experience on student motivation, engagement and 21st century capabilities
Jeff Mann, Tonia Gray, Son Truong
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 6
Nature-Based Interventions for Autistic Children
Myrian Sze Nga Fan, William Li, Laurie Long Kwan Ho, et al.
JAMA Network Open (2023) Vol. 6, Iss. 12, pp. e2346715-e2346715
Open Access | Times Cited: 6
Nature-based instruction for science learning – a good fit for all: A controlled comparison of classroom versus nature
Andrea Faber Taylor, Carrie J. Butts‐Wilmsmeyer, Catherine Jordan
Environmental Education Research (2022) Vol. 28, Iss. 10, pp. 1527-1546
Closed Access | Times Cited: 10
The perceived benefits of and barriers to nature-based play and learning in South Australian public primary schools: A cross-sectional study
Nicole Miller, Saravana Kumar, Karma Pearce, et al.
Journal of Adventure Education & Outdoor Learning (2022) Vol. 22, Iss. 4, pp. 342-354
Closed Access | Times Cited: 9
The Dynamic Relationship between Carbon Emissions, Financial Development, and Renewable Energy: A Study of the N-5 Asian Countries
Xu Xu, Wensheng Dai, Tufail Muhammad, et al.
Sustainability (2023) Vol. 15, Iss. 18, pp. 13888-13888
Open Access | Times Cited: 4
EXPLORATION OF STUDENTS’ MATHEMATICS LEARNING EXPERIENCES AND ENGAGEMENT OUTSIDE THE CLASSROOM
Imam Kusmaryono, Dyana Wijayanti
International Journal of Education (2023) Vol. 16, Iss. 2, pp. 75-84
Open Access | Times Cited: 4
Impact of outdoor place-based learning on elementary school students’ ability to make unsolicited observations about living organisms over time
Jean‐Philippe Ayotte‐Beaudet, Abdelkrim Hasni, Valérie Vinuesa, et al.
Journal of Biological Education (2024), pp. 1-19
Open Access | Times Cited: 1
Effects of School-led Greenspace Interventions on Mental, Physical and Social Wellbeing in Children and Adolescents: A Systematic Review
Vi Ly, Dianne Vella‐Brodrick
Educational Psychology Review (2024) Vol. 36, Iss. 4
Open Access | Times Cited: 1
Choose Your Own Adventure: Promoting Social and Emotional Development Through Outdoor Learning
Tonje M. Molyneux, Megan Zeni, Eva Oberle
Early Childhood Education Journal (2022) Vol. 51, Iss. 8, pp. 1525-1539
Open Access | Times Cited: 7
Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta‐review
Thomas Nordström, André Kalmendal, Lucija Batinović
Review of Education (2023) Vol. 11, Iss. 3
Open Access | Times Cited: 2
Environmental self-identity partially mediates the effects of exposure and connection to nature on urban children's conservation behaviours
Ryan J. Keith, Lisa M. Given, John M. Martin, et al.
Current Research in Ecological and Social Psychology (2022) Vol. 3, pp. 100066-100066
Open Access | Times Cited: 4
Urgensi Penerapan Outdoor Learning dalam Praktik Pendidikan Lingkungan
Aminah Zuhriyah
EDUKATIF JURNAL ILMU PENDIDIKAN (2021) Vol. 3, Iss. 6, pp. 5170-5182
Open Access | Times Cited: 5
Revisión Sistemática Sobre El Estado De Los Objetivos De Desarrollo Sostenible En La Educación Primaria
SANTIAGO PUERTAS-ÁLVAREZ, Javier de la Hoz-Ruíz, Jesús Domingo Segovia
(2024)
Closed Access
Integrating nature into practice: Occupational therapists’ perspectives
Erin Thomas, Patrick J. Walker, Sandy Groger
Journal of Occupational Therapy Schools & Early Intervention (2024), pp. 1-16
Closed Access
Animal Species Explorer Scanimals
Anusha Achuthan, Catherine Lam Pui Kiew, Galib Muhammad Shahriar Himel
Advances in educational technologies and instructional design book series (2024), pp. 75-110
Closed Access
Outdoor and nature-based teaching in small, urban primary school contexts
Desirée Falzon, Elisabeth Conrad, Liberato Camilleri
Environmental Education Research (2024), pp. 1-28
Closed Access
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