AbstractScholarly journals are not passive receptors of scientific information. On the contrary, they, within the process of filtrating the kind of research that will finally been published, contextualize a scientific field. In the present review I examine the Environmental Education related articles published in science education journals between the years 2000 and 2014. It turned to be that EE-related research published in science education journals is characterized by an emphasis on the development and study of inquiry-oriented educational settings in both indoor and outdoor learning environments, as well as a preference for studies on biodiversity and increasingly on climate change, while research questions cover a wide range of topics (although not in equal terms) extended from the study of conceptual understanding and psychological characteristics to the development of cognitive skills and the elaboration of community oriented actions. Methodological approaches are characterized by flexibility, while an important amount of EE-related research is produced in science departments. A lack of research on early childhood as well as on adult education and a need on greater emphasis on learning for empowerment and active participation are the most important weakness of the literature under review.
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