National Park Interpretation and Place-Based Education: An Integrative Literature Review

Abstract

Background: Both national park (NP) interpretation and place-based education (PBE) approach learning by applying the unique attributes of a place to facilitate meaning-making experiences within learners. Despite the similarities between these two place-centered pedagogies, there is a limited amount of collaboration between NP interpretative services and school systems engaged with PBE. Purpose: Within this integrative review, my purpose is to fully consider both NP interpretation and PBE to present a comprehensive understanding of the two types of pedagogies. Methodology/Approach: Following an integrative review methodology, I use three different databases to access relevant empirical and theoretical articles. I evaluate and analyze each article separately, then methodically integrate the two place-centered pedagogies. Findings/Conclusions: There are some key similarities between ideologies and epistemologies, goals, approaches to learning, and content matter of NP interpretation and PBE. There are also considerable differences relating to perceptions of learning, the incorporation of the local setting, and the role of the community. Implications: A collaboration between the National Park Service (NPS) and place-based educators has the potential to open up a wealth of possibilities when it comes to learning about and caring for the rich ecology, history, and culture of a given place.

Climate Change Educational Resources From National Parks in the United States

“…Other topics presented in the CCER reflect the place-based nature of national parks. The affordances of place-based education are well-established, and the wide geographic distribution of US national parks makes them a strategic partner for place-based learning (Dean, 2021; Miller-Rushing et al, 2011; Schweizer et al, 2013; Smith, 2002). This study indicates that national parks provide opportunities for place-based learning of natural phenomena, for example studying hoodoo formation in NP 10 and federally endangered species in NP 34.…”

“…While national parks afford many place-based learning opportunities (Dean, 2021; Schweizer et al, 2013), there are limitations to their affordances. For instance, place-based education is often most impactful when enacted within communities where students live, and many students may not consider a national park to be part of their community (Smith, 2002).…”

“…For instance, place-based education is often most impactful when enacted within communities where students live, and many students may not consider a national park to be part of their community (Smith, 2002). Nonetheless, Dean (2021) suggested that national parks and educators could collaborate “to create a successful synergy of geographical, ecological, cultural, and historical learning that is all grounded within a local place” (p. 375). The many benefits provided by the national parks for climate change education outweigh any potential limitations.…”

A Place-Based Digital Learning Environments with Learning Resources Application to Enhance Student Learning and Innovations

“…With community-based learning experiences more widespread place-based structures and processes within the educational system -as well as collaboration between them -need to be addressed in order to sustain local cultural and natural environments [8]. Placebased educators might be 'change-makers' who effectively possess locally positioned geographic, ecological, cultural, and historical learning [9], [10].…”

GeoEPIC: Innovating a Solution to Implement Virtual Field Experiences for Education in the Time of COVID-19 and the Post-Pandemic Era

“…For field work or field trips, place-based experiences are important to create "meaningful experiences'' for learners (Dean, 2020;Rotzien et al, 2021;Semken et al, 2017); these opportunities help students connect theory introduced in the classroom to features and situations in the environment (Semken et al, 2017;Semken & Freeman, 2008). Experiential learning offers engagement with the landscape that sparks curiosity and reflection.…”