Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education
Notice bibliographique
Résumé
This study examines place-based education and its potential for engaging students and creating more socially-just learning environments that prepare students to think critically and participate in building a better future for themselves and the communities in which they live. It was initiated to contribute to a growing body of research on how place-based education philosophies and processes contribute to facilitating high-quality learning experiences that are socially and ecologically just, as well as to inform improved teaching practice and policy within our public education institutions in order to ensure that classroom environments, instructional methods, and learning content are reflective of and responsive to the diverse worldviews and experiences of all students. \n\nTo explore this focus, I used a semi-structured interview format to gain the perspectives of five teacher participants, all residing in Saskatchewan, who use place-based philosophies and methods. I focused on participants’ perspectives of the benefits, processes, barriers, and possibilities for broad incorporation of place-based education in order to determine how place-based learning can be integrated into K-12 formal education. I transcribed interviews verbatim and used inductive coding to organize data into themes.\n\nMy findings indicate that the teacher participants view place-based education as offering many significant benefits to students, their communities, and themselves, as educators. They believe that, in addition to creating engaging, motivating, and student-centered environments that promote high standards of student growth and learning, place-based education contributes to healthier and more socially and environmentally just classrooms and communities. Despite some barriers associated with facilitating place-based education, such as financial constraints, time limitations, and other institutional norms and structures imposed upon K-12 classrooms, every participant noted a fervent belief in the possibilities and benefits of the broad incorporation of place-based learning within K-12 formal education. They described examples of how place-based education can be taken up in every classroom as a means to engage all students in meaningful learning to an end of healthier students who imagine and work to realize not only their own potential, but also that of the communities in which they live.\n\n The results of this study contribute to the body of research on place-based education, much of which focuses on rationales for its implementation, by detailing specific guidelines and processes for its effective facilitation. The results offer practical considerations for educators and education policy-makers who wish to adopt and advocate for place-based education philosophies and praxes.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,014 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,006 | 0,009 |
| Communication savante | 0,009 | 0,009 |
| Science ouverte | 0,002 | 0,014 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».