Exploring the Pedagogical Potential of Historicity in Place-Based Education

• In Event: 44.054 - (Re)Considering Place and Place-Based Education in Environmental Education

Abstract

It examines how children experience and make sense of sustainable architecture as they participate in a field based environmental education program which takes place at a historic palace, Changdeokgung in Korea. Interested in exploring pedagogical potential of historicity in place based education, we examined how “historicity” can support and facilitate sense making of sustainable architecture. It discusses pedagogical potential that a historic place affords as it supports and facilitates 1) contextualization, 2) situated inquiry, and 3) reflection on one’s own relationship with nature. This authentic, situative, and practiced nature of historicity could add a rich learning context for place based education. With this study, we wish to bring educators’ and researchers’ attention to further inquiry on historical dimension of place.

Author

• Miyoun Lim, Ewha Womans University