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Environmental education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a Theory of Change approach (2022)
Journal Article
Jones, V. (in press). Environmental education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a Theory of Change approach. Environmental Education Research, https://doi.org/10.1080/13504622.2022.2137470

This paper evaluates an Environmental Education programme where the barriers and opportunities for professional development, access to specialist resources, provision through technology and partnership are considered within the context of Wales and t... Read More about Environmental education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a Theory of Change approach.

Learning from children’s experiences of lockdown: Talking about invisible threats (2022)
Journal Article
Jones, V., McEwan, L., Webber, A., Williams, S., Deave, T., Hobbs, L., …Gorell Barnes, L. (in press). Learning from children’s experiences of lockdown: Talking about invisible threats. Primary Science,

In this article, the Voices in a Pandemic: Children’s Lockdown Experiences Applied to Recovery (VIP- CLEAR) team talk about the research they have undertaken in schools during the COVID-19 pandemic and how the voices of children need to be listened t... Read More about Learning from children’s experiences of lockdown: Talking about invisible threats.

Climate change and sustainability education in India and the place for arts-based practice: Reflections from east Kolkata Wetlands, India (2022)
Journal Article
Jones, V., Gupta, N., & Mitre, S. (in press). Climate change and sustainability education in India and the place for arts-based practice: Reflections from east Kolkata Wetlands, India. London Review of Education,

India was ranked as being the 7th of the nations most affected by climate change, yet, 65% of the general Indian population has not heard of climate change. India’s revised National Education Policy (2020) mentions climate change and environmental is... Read More about Climate change and sustainability education in India and the place for arts-based practice: Reflections from east Kolkata Wetlands, India.

Botanical encounter and why children need to read about plants at a time of climate change: The representation of plants in three British climate fiction books for children (2022)
Journal Article
Jones, V., & Macleod, C. (in press). Botanical encounter and why children need to read about plants at a time of climate change: The representation of plants in three British climate fiction books for children. Children's Literature in Education,

We begin developing our relationship with and for Nature during childhood, and over the last 20 years research has advanced our understanding of human relationships with Nature. However, a focus on human-animal relationships dominates environmental u... Read More about Botanical encounter and why children need to read about plants at a time of climate change: The representation of plants in three British climate fiction books for children.

Making science work in the new curriculum for Wales (2022)
Journal Article
Jones, V. (2022). Making science work in the new curriculum for Wales. Primary Science, 27

Verity Jones outlines how the Darwin Experience has helped to provide scientific experiences that support the new Curriculum for Wales

“It makes me angry. REALLY angry”: Exploring emotional responses to climate change education (2022)
Journal Article
Jones, V., & Whitehouse, S. (2022). “It makes me angry. REALLY angry”: Exploring emotional responses to climate change education. Journal of Social Science Education, 20(4), 93-120. https://doi.org/10.11576/jsse-4551

Purpose: Climate change education and the emotional consequences this topic raises in the classroom has been largely ignored by researchers. This paper considers the emotional response to climate education in a primary classroom (age 9-10 years) in E... Read More about “It makes me angry. REALLY angry”: Exploring emotional responses to climate change education.

Promoting water efficiency and hydrocitizenship in young people’s learning about drought risk in a temperate maritime country (2021)
Journal Article
Jones, V., Whitehouse, S., McEwen, L., Williams, S., & Gorell Barnes, L. (2021). Promoting water efficiency and hydrocitizenship in young people’s learning about drought risk in a temperate maritime country. Water, 13(18), Article 2599. https://doi.org/10.3390/w13182599

Engaging young citizens with drought risk and positive water behaviours is essential in domestic water demand management within the wider climate crisis. This paper evaluates a new research-informed, picture book—‘DRY: The Diary of a Water Superhero’... Read More about Promoting water efficiency and hydrocitizenship in young people’s learning about drought risk in a temperate maritime country.

An integrated systems approach to food (2021)
Journal Article
Jones, V., Jones, M., & Ruge, D. (2021). An integrated systems approach to food. Primary Geography, Autumn 2021(106), 12-13

This paper explores how primary geography teachers can situate themselves in an integrated food system approach. It highlights critical issues relating to food and education and reflects on how other schools in the UK, Denmark and Czech Republic are... Read More about An integrated systems approach to food.

Integrating sustainable food in school systems (2021)
Digital Artefact
Jones, V. (2021). Integrating sustainable food in school systems. [Blog]

Part of a special series about embedding sustainability in Education, this blog considers the place of edible insects as part of school food systems.

Integrating food into the curriculum (2021)
Journal Article
Jones, V., Jones, M., & Ruge, D. (2021). Integrating food into the curriculum. Primary Science, 5

This article explores how integrating food as a whole school approach can support learning and teaching in primary science. It reflects on a two year, international study with educational settings in the UK, Denmark and Czech Republic.

Good enough to eat or just to hunt? Edible insects, the Sustainable Development Goals and the primary classroom (2020)
Journal Article
Jones, V. (2020). Good enough to eat or just to hunt? Edible insects, the Sustainable Development Goals and the primary classroom. Primary Science, 21-23

This article considers how primary science curriculum planning can be framed around the Sustainable Development Goals (2015). As a case study it presents how learning about insects on a bug hunt in the playground can quickly transform into more cont... Read More about Good enough to eat or just to hunt? Edible insects, the Sustainable Development Goals and the primary classroom.

Bug Burgers? The climate emergency and eating insects (2020)
Journal Article
Jones, V. (2020). Bug Burgers? The climate emergency and eating insects. Primary Geography, 103(Autumn), 20-21

Here I outline how a four-stage approach framed classroom discussion around the global food crisis and its associated socio-economic and environmental impacts. In the discussion pupils considered whether they would be prepared to eat insects rather t... Read More about Bug Burgers? The climate emergency and eating insects.