Sense of Place and Science Achievement in the Place-Based Science Curriculum

Abstract

Abstract-The increasing gap between children's life experience and school science is a worth noting phenomenon in science education. To narrow the gap, the place-based education (PBE), which promotes learning to be rooted in what is local, has been undertaken and emphasized recently. In PBE, students' local community is one of the primary learning resources, so that students' sense of place is an important factor for learning. This study is the first article to explore students' science learning from the sense of place point of view in Taiwan. By using a one-group pretest-posttest design, this study explored students' sense of place and their learning achievement in place-based science teaching. Participants included 21 fifth-grade students of a suburban school in Eastern Taiwan, and the fifth-grade students of other schools in the same township also finished posttest for reference. The results show that the place-based science teaching could enhance not only students' sense of place but their science learning achievement. Besides, students' sense of place is connected with their involvement in community. The longer the students live in the community, the higher their sense of place is. Moreover, the more students participate in community activities, the higher their sense of place is.

Antecedents and outcomes associated with a sense of place toward the organization of Myanmar migrant workers in Thailand

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The “Place Meaning” Concept in Education: A Case Study From the Bohemian Paradise Protected Landscape Area, Czechia

“…This relationship between the frequency of outdoor experiences and students' knowledge supports the implementation of the conception of place-based education, in which students learn, among other things, based on real experiences in the local landscape (Sobel 2004). Studies demonstrate the positive impact of this educational conception on fifth-grade students' SOP (Lee, Chiang 2016).…”

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