Pacific Island Teachers’ Perceptions of Place-Based Education in STEM: A Case Study of Teachers in Hawaii and American Samoa

• In Event: Teaching in the Ruins, Learning from the Land: Grounding Curriculum in Place and Possibility

Abstract

Hawaiʻi and American Samoa face environmental challenges that make them ideal for integrating place-based STEM education (PBE). Using the NGSS framework, this study explores nine experienced teachers’ perceptions of PBE in science and technology through interviews. Findings show American Samoan teachers emphasize land stewardship and sustainable practices, while Hawaiʻi teachers focus on connecting STEM to students’ diverse cultures and daily lives. Both highlight the importance of cultural and environmental priorities but differ in relational, community-centered approaches. Grounded in Sewell’s (1992) theory of structure and agency, this study addresses gaps in understanding how cultural and institutional factors shape PBE. It also informs teacher training to support culturally responsive STEM practices in Pacific Island communities.

Author

• Yu-Chieh Wu, University of Hawai‘i at Mānoa