This thesis describes a teacher action research project conducted on the author's own instruction to determine effective Place-based education pedagogical approaches to foster “sense of place” development. This study was conducted during youth summer day programs for students ranging in age from PreK-8th grade at the Teton Science Schools. Grounded theory was used to analyze the qualitative data collected from the author and students through a teaching journal, program debriefs, student observations, student work, and photographs. The results indicate six emergent themes for effective Place-based education pedagogy: community; Place-based education curriculum; critical thinking; exploration & experience; creative expression; and student engagement. The author crafted action steps based on these findings to improve her teaching practice and more effectively foster “sense of place” development in students. These steps include: adopting an experiential education curriculum design; modifying assessment strategies to effectively meet the needs of summer programs; and continuing reflective practice through teaching journal entries.
|Commitee:||Cox Caniglia, Noel, Landale, April|
|School Location:||United States -- Arizona|
|Source:||MAI 49/05M, Masters Abstracts International|
|Subjects:||Environmental education, Pedagogy|
|Keywords:||Action research, Experiential education, Grounded theory, Pedagogical approaches, Place-based education, Sense of place|
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