A Pedagogy of Place: Promoting Relational Knowledge in Science Teacher Education

• In Event: 72.043 - Teacher Education and Professional Development in STEM Education

Abstract

Central to this research is the identification and potential of key features associated with deliberate place-based pedagogical interventions intended to better integrate theory and practice and also expose teacher candidates' assumptions and beliefs about their science learning through more effective practices. The design of our science education curriculum of place might be best characterized as a pedagogy that is responsive to local conditions and the cultural, social, economic and environmental traditions of the educational context. Focusing on theory and practice links, our program integrates science/mathematics field studies and inquiry-based projects utilizing a place-based approach that puts considerable onus on ecological field studies and longitudinal environmental assessments.

Authors

• Kevin O'Connor, Mount Royal University

• Gladys Sterenberg, Mount Royal University