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ΒΙΒΛΙΟΓΡΑΦΙΑ

  • Αθανασίου Χ., (2008). ΕΝΕΡΓΕΙΑ από τη φύση… στην κοινωνία. Κέντρο Περιβαλλοντικής Εκπαίδευσης Ελευθερίου Κορδελιού.

  • Ε.Κε.Π.Ε.Κ. Παντείου Πανεπιστημίου, ΓΣΕΕ, ΤΕΕ, WWF Ελλάς (2011). Οδικός Χάρτης για την Προσαρμογή της Ελλάδας στην Κλιματική Αλλαγή. Επιστημονική έκθεση. Αθήνα.

  • Καρτάλης Κ., Κοκκώσης Χ., Οικονόμου Δ., Σανταμούρης Μ., Αγαθαγγελίδης Η. & Πολύδωρος Α. (2017). Οι Επιπτώσεις της Κλιματικής Αλλαγής στην Ανάπτυξη. ΔιαΝΕΟσις.

  • WWF (2017). Καλύτερη Ζωή: Υγιή παιδιά, υγιής πλανήτης. Οδηγός προς εκπαιδευτικούς

  • Abeliotis K., Lasaridi K., Costarelli V. & Chroni C. (2015). The implications of food waste generation on climate change: The case of Greece. Sustainable Production and Consumption 3: 8-14.

  • Boudet H., Ardoin N.M., Flora J., Armel K.C., Desai M. & Robinson T.N. (2016). Effects of a behaviour change intervention for Girl Scouts on child and parent energy-saving behaviours. Nature Energy, 1(8) 16091.

  • European Commission (2010). Final Report – Preparatory Study on Food Waste Across EU-27. 

  • Flora J.A., Saphir M., Lappé M., Roser-Renouf C., Maibach E.W. & Leiserowitz A.A. (2014). Evaluation of a national high school entertainment education program: The Alliance for Climate Education. Climatic Change 127(3–4): 419-434.

  • Gulezian Ο., Puchovsky Α., Tavares V. & Utheim Κ. (2019). Educating Greek Students about Climate Change through Serious Games. Worcester Polytechnic Institute, Environmental Education Centre of Eleftherio-Kordelio.

  • Gulezian Ο., Puchovsky Α., Tavares V. & Utheim Κ. (2019). Serious Games for Climate Change. Worcester Polytechnic Institute, Environmental Education Centre of Eleftherio-Kordelio.

  • Hornsey M.J., Harris E.A., Bain P.G. & Fielding K.S. (2016). Meta-analyses of the deter-minants and outcomes of belief in climate change. Nature Climate Change 6: 622-626.

  • Kolb D.A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

  • Lawson D.F., Stevenson K.T., Peterson M.N., Carrier S.J., Strnad R. & Seekampa E. (2018). Intergenerational learning: Are children key in spurring climate action? Global Environmental Change 53: 204-208.

  • Lawson D.F., Stevenson Κ.Τ., Peterson Μ.Ν., Carrier S.J. & Strnad R.L. (2019). Children can foster climate change concern among their parents. Nature Climate Change 9: 458-462.

  • Mendler de Suarez J., Suarez P. & Bachofen C. (Editors) (2012). Games for a New Climate: Experiencing the Complexity of Future Risks. Boston University. Frederick S. Pardee Center for the Study of the Longer-Range Future. 109p.

  • Monroe M.C., Plate R.R., Oxarart A., Bowers A. & Chaves W.A. (2019). Identifying effective climate change education strategies: a systematic review of the research, Environmental Education Research 25(6): 791-812.

  • Solinska-Nowak Α., Magnuszewskia P., Curlc M., Frencha A., Keatinga A., Mochizukia J., Liua W., Mechlera R., Kulakowskab M. & Jarzabekb L. (2018).  An overview of serious games for disaster risk management – Prospects and limitations for informing actions to arrest increasing risk. International Journal of Disaster Risk Reduction 31: 1013-1029

  • UNESCO/UNEP (2011). Climate change starter’s guidebook. Αn issues guide for education planners and practitioners.

 

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