Date: Saturday, April 5, 2025
Hello! My name is Cori Hyde, and I am a PhD research associate at Western Michigan University’s Evaluation Center. In this post, I am going to discuss the integration of Place-Based Education (PBE) in a virtual context for elementary school science curriculums. PBE is not a new concept but has its history in indigenous learning practices such as Traditional Ecological Knowledge.
PBE is popular for engaging students in understanding science and how it contributes to their own community. It expands to community development and civic engagement. Typically, PBE involves students traveling to the community to engage in these learning environments.
Integrating PBE in a virtual context, however, can allow students to learn and engage with community science in the classroom. Utilizing content that is locally made or sourced can be an effective way to introduce science curriculum standards in a relevant way.
Previous evaluation work has shown that teachers do want more content for their classrooms, and they enjoy being able to get their students excited to learn how science relates to their everyday lives. During observations, there was always at least one or two students who were familiar with certain topics that were discussed. For example, during a discussion on aerodynamics, the use of new models of semi-trucks was demonstrated in a locally made teacher video. One student said her father drove trucks, and they had a lot to add to a discussion that was relevant and interesting to the classroom.
Teachers want more science! Engage teachers in learning how to create their own content to share with their classes.
Iowa Science Phenomena! Iowa PBS has done an evaluation project on virtual Place-Based Education posted here! Check out the links for more resources!
Incentivize! Providing an incentive to teachers is usually the best way to engage them in new content, whether it’s credit, certifications, or classroom resources to help connect content to the curriculum.
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