Teacher Narratives in Place-Based Science Education: Insights from the Trans-Nueces Region

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Curriculum and Assessment in Science and Vocational Education (Table 3)

Abstract

This study explores teacher narratives from a place-based science program in the Trans-Nueces region, examining how educators integrate local environmental contexts into their teaching practice. The research provides insights into implementing place-based education principles while bridging the gap between theoretical frameworks and classroom practice.

Author

• Brian Gabrysch, University of Texas - Rio Grande Valley