Place-Based Science Teaching and Learning: 40 Activities for K–8 Classrooms

Buxton, Cory A.; Provenzo, Eugene F.

doi:10.4135/9781452230535

Cited by 8 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The teacher encouraged the students to explore their place, history and connections through assignments to gather their family's and elders' perspectives. Moreover, students' engagement in constructive activities helped them to understand their roles in society (Bartholomaeus, 2013;Buxton & Provenzo, 2012). Therefore, place-based education is critical to promote Indigenous education, which plays a central role in preserving students' cultural identity during their formal education (Kuwahara, 2013;Munroe et al, 2013;Shamsuddin & Ujang, 2008)…”

Section: Discussionmentioning

confidence: 99%

The preservation of the identity and culture of the Indigenous Lanninese people of West Papua, Indonesia, through education (Preservación de la identidad y la cultura del pueblo Lani, comunidad indígena de la provincia Indonesia de Papúa Occidental, a través de la educación)

Sianturi

Chiang

Sumarsono

2022

Culture and Education

View full text Add to dashboard Cite

Indigenous West Papuan children live with the political legacy of the Indonesian colonization of their region, which shapes their beliefs and attitudes towards their identity and culture. Working with three Indigenous Lanninese children in West Papua within a qualitative case study methodology, we explored the role education can play in preserving Lanninese culture and identity by increasing students' sense of place. The increasing use of labels of worthlessness among Indigenous West Papuans, along with feelings of being distinct from Indonesians -who contribute to the devaluation of the West Papuan identity -were unconsciously taken up by children. Initially, the stigma of having black skin and curly hair triggered the students' feelings of racial discrepancy and worthlessness, causing Lanninese students to imitate Indonesians. However, the implementation of a place-based education curriculum titled 'Who is Papuan' helped them acknowledge their identity and culture. This curriculum was designed in collaboration with elders and a native teacher to utilize the funds of knowledge centred on local place characteristics and cultural values and was delivered using bilingual and culturally responsive teaching and learning approaches. RESUMENLos niños de los pueblos indígenas de Papúa Occidental viven con el legado de la colonización Indonesia de su territorio, que influye y moldea sus creencias y actitudes respecto a su propia cultura e identidad. A través de un estudio de caso cualitativo sobre el trabajo realizado con tres niños indígenas de etnia lani en Papúa Occidental, exploramos el potencial de la educación basada en el lugar para preservar la cultura e identidad de esta comunidad incrementando el sentido del lugar de los estudiantes. Los niños absorben inconscientemente el uso creciente de etiquetas despreciativas entre la comunidad indígena de Papúa Occidental, así como el sentimiento de ser distintos de la población Indonesia, ARTICLE HISTORY

show abstract

Section: Discussionmentioning

confidence: 99%

The preservation of the identity and culture of the Indigenous Lanninese people of West Papua, Indonesia, through education (Preservación de la identidad y la cultura del pueblo Lani, comunidad indígena de la provincia Indonesia de Papúa Occidental, a través de la educación)

Sianturi

Chiang

Sumarsono

2022

Culture and Education

View full text Add to dashboard Cite

show abstract

“…Within wider educational scholarship and practice is place-based education (Corbett & Gereluk, 2020) that recognizes natural local sites and their associated ecosystems as key learning sites (Bowers, 2002;Gruenewald & Smith, 2008), which generate specific place-based knowledge through embodied place encounters (Duffy, 2015). Historically affiliated with the broader discipline of outdoor education and learning outdoors, place-based education features are contained in environmental studies, service learning, and work-related programs in schools (McInerney et al, 2011) and as well as in the discipline of science education, particularly in the USA (Adams & Branco, 2017;Buxton & Provenzo, 2011;O'Connor, 2016;Semken & Butler Freeman, 2008).…”

Section: Place-responsive Pedagogy: Definitions and Correlations To T...mentioning

confidence: 99%

“…Despite its popularity and theorization within broader educational discourse, place-responsive pedagogy scholarship (Gruenewald, 2003;Mannion & Lynch, 2016;Renshaw & Tooth, 2018;Smith, 2013;Stewart, 2020) is less represented in the science education and science teaching field. Nevertheless, the broader literature highlights science education researchers and science teacher educator's active engagement with the concept of place and its pedagogical capacity (Buxton & Provenzo, 2011;O'Connor, 2016). Like other teacher educators seeking place-based pedagogical interventions in science teacher education (O'Connor, 2016), we similarly underwent the process of reconceptualizing a science education course in a Bachelor of Education (primary) program in an Australian regional university.…”

Section: Introductionmentioning

confidence: 99%

The Affordance of Place in Developing Place-Responsive Science Teaching Pedagogy: Reflections from Pre-Service Teachers

Green

2021

Journal of Science Teacher Education

View full text Add to dashboard Cite

Despite being increasingly popular within broader educational discourse, place-responsive pedagogy is less apparent in science teacher education. This paper investigates the perspectives of pre-service teachers in a science education course informed by place-responsive pedagogy in a Bachelor of Education (primary) program at an Australian regional university. The place-based study belongs to longitudinal research that examined the impact of the modified science course hallmarked by university-school partnerships and science lessons conducted by pre-service teachers with children from rural and regional schools in Gippsland, Victoria in a wetland and school ground setting. The study and science course were framed by Somerville's (2010) place pedagogy framework as constituted by the three elements of the storyline, embodiment, and cultural contact zones. Using this framework, we examine how pre-service teachers view and understand the affordance of places for teaching science. The study employed a document analysis of coursework essays as well as follow-up semi-structured interviews with two pre-service teacher cohorts (wetland and school ground). Findings indicate that pre-service teacher's exposure to place-responsive frameworks helped build their awareness about the affordance of place for science teaching. Challenges associated with taking science beyond the conventional classroom are also identified and discussed.

show abstract

“…Where some childhood educators, such as Pestalozzi and Froebel (1782Froebel ( -1852 incorporated PBE activities and models into kindergarten education, and they have incorporated the study of nature, horticulture, and similar types of content in their curriculum (Buxton & Provenzo Jr, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…At the end of the nineteenth century in the United States, John Dewey gradually included knowledge of the place as a basic part of his curriculum, as he sought to overcome the separation between the school and the children's world in a school. He sees that school wastage comes from the inability to benefit from the experiences that learners get outside the school in a full and meaningful way, as the learners are not able to apply what they have learned in school in their life (Buxton & Provenzo Jr, 2012).…”

Section: Introductionmentioning

confidence: 99%

Place-Based Education: Community as a Multidisciplinary Learning Environment

El-Baz

2023

Port Said Journal of Educational Research

View full text Add to dashboard Cite

Those moments when the learner is deeply immersed in the experience of the world and what is happening in it; learning is made natural and profound. There is a lot to learn about the places where he lives and from traveling around the world getting out into the community. However, the experience of education that depends on the study of the place remains the exception. The transition from the restricted education approach inside the school to the real education approach is a goal agreed upon by many educators. Place-based education (PBE) is a form of realistic education that extends outside the classroom. This education represents a link between learners and society, as it depends on solving real-world problems, with this method; education becomes interdisciplinary, combining history, geography, science, environment, media, and languages which increases the pleasure of learning across different disciplines. This paper aims to provide a thorough view of the concept of PBE, its objectives, benefits, and foundation. The paper proposes ways to apply it in multidisciplinary classrooms and provides examples of topics that can be discussed throughout.

show abstract

Place-Based Science Teaching and Learning: 40 Activities for K–8 Classrooms

Cited by 8 publications

References 0 publications

The preservation of the identity and culture of the Indigenous Lanninese people of West Papua, Indonesia, through education (Preservación de la identidad y la cultura del pueblo Lani, comunidad indígena de la provincia Indonesia de Papúa Occidental, a través de la educación)

The preservation of the identity and culture of the Indigenous Lanninese people of West Papua, Indonesia, through education (Preservación de la identidad y la cultura del pueblo Lani, comunidad indígena de la provincia Indonesia de Papúa Occidental, a través de la educación)

The Affordance of Place in Developing Place-Responsive Science Teaching Pedagogy: Reflections from Pre-Service Teachers

Place-Based Education: Community as a Multidisciplinary Learning Environment

Contact Info

Product

Resources

About