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"Place-based education"
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Funds of knowledge
The concept of \"funds of knowledge\" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents \"how to do school\" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristi
eBook
Perceptions of place‐based pedagogies in language education through the lens of K‐16 teachers
Place‐based education focuses on leveraging places, contexts, and environments to connect students meaningfully with their own communities and those they are studying. Guided by place‐based learning theory within the context of language learning, this study examined how 154 US‐based K‐16 language educators perceived place and space, and how they understood and implemented place‐based pedagogies (PBP) in their teaching practices. The study employed a mixed‐methods approach, incorporating both a 40‐question survey and semistructured interviews with five educators representing various educational tiers and institution types to investigate language teachers' perspectives on the role of place and PBP in foreign language teaching and learning. The results of this study will inform the development of innovative teaching materials on PBP in language education, bridging the gap between theory and practice.
Journal Article
Mindfulness as a tool for place-based educators
Recent theoretical research suggests that socio-cognitive mindfulness and place-based education, when used together, may have a synergistic benefit. The purpose of the study was to examine how mindfulness influences the experience of educators engaged in place-based teaching. A qualitative, constructivist grounded theory approach was used to guide data collection and analysis related to teachers at a school that has placed-based education (PBE) as a central theme. The study design included a workshop about mindfulness with follow-up instructional emails sent throughout the semester, via which data were collected. Multiple interviews with each of the three teachers explored how they constructed meaning around their experiences using socio-cognitive mindfulness and PBE together. Results indicated that practiced together, mindfulness and PBE created a synergy that benefited the learning environment by enhancing PBE planning and allowing teachers to experience place more deeply all the while providing a richer problem-posing format for content delivery. Educators may find mindful place-based education to be a tool that deepens the learning experience for instructors and students.
Journal Article
Art Adds Value to Ecological Field Courses: A Multi‐Year Case Study in Higher Education
This study presents empirical evidence supporting the integration of artmaking into place‐based ecological field courses as an impactful pedagogical tool. Undergraduate field courses in ecology promote experiential learning by immersing students in hands‐on activities and observations within natural settings. These experiences have well‐documented and transformative impacts on students' identity development, attachment to nature, and well‐being. Certain visual arts practices, like ecological art, mirror the experiential nature of field courses through hands‐on creation and reflective engagement with landscapes. Despite this overlap, the educational value of integrating the visual arts into place‐based field courses in ecology remains understudied. Here, we introduce a sample course design, evaluation method, and results from a seven‐week intensive field course in the ecological arts for undergraduates at Cornell University. In this traveling course, titled Earth Projects, students draw upon scientific and cultural knowledge to create place‐based artworks. We incorporated a Likert‐type survey into a pre‐post study design to assess a range of student outcomes—including identity, belonging, and place attachment—over two years. A long‐standing traditional field course, Field Biology, served as a comparison group for one year. Results suggest that field courses integrating art and ecology may support the development of multifaceted identities, a sense of belonging to the environmental sciences, and stronger place attachment on various regional scales. Given these findings, we propose a reimagining of curricula in ecology and environmental science to incorporate the ecological arts. We conclude with recommendations for educators wanting to introduce similar courses at their institutions. This study presents Earth Projects, an interdisciplinary, place‐based field course that merges ecology and ecological art (eco‐art) to foster deeper engagement with environmental learning. Pre‐ and post‐survey comparisons show that incorporating eco‐art can strengthen students' emotional connections to their identities, disciplines, and place. This paper highlights the need for innovative field course approaches and serves as a guide for educators in ecology and environmental studies.
Journal Article
The school garden curriculum : an integrated K-8 guide for discovering science, ecology, and whole-systems thinking
\"The School Garden Curriculum provides an integrated K-8 framework and over 200 weekly lessons that weave science, permaculture, and environmental education into place-based, immersive learning. For teachers aiming to blend science and life skills while inspiring environmental stewardship.\"-- Provided by publisher.
Book
Place-Based Education in Geoscience: Theory, Research, Practice, and Assessment
Place-based education (PBE) is a situated, context-rich, transdisciplinary teaching and learning modality distinguished by its unequivocal relationship to place, which is any locality that people have imbued with meanings and personal attachments through actual or vicarious experiences. As an observational and historical science, geoscience is highly dependent on place, and place-based curricula and instructional methods apply to geoscience education. The sense of place operationalizes the human connection to place and functions as a definable and measurable learning outcome for PBE. Although PBE is rooted in historic and indigenous teaching philosophies, it has gained particular notice and traction in concert with more recent interest in environmental education, sustainability, and diversity in geoscience. This paper presents a current review of theory and research methods that have directly informed development of curriculum and instruction in, authentic assessment of, and implementation of PBE in geoscience sensu lato (Earth-system and environmental sciences); a survey of place-based teaching in geoscience currently or recently practiced across different grade levels and situated in different places, regions, and cultures; information about teaching and assessment methods for those who may be interested in adopting the place-based modality; and suggested future directions for research, practice, and assessment in PBE in geoscience.
Journal Article