Developing a framework for sense of place education within elementary science instruction.

摘要

This thesis describes a research project conducted on a pilot science program to create engaging, place-based science curriculum that helps students develop a sense of place. The pilot program was a collaborative effort between Gore Range Natural Science School (GRNSS) and the Eagle County School District (ECSD). Grounded theory analysis was used in a case study context to analyze data from a variety of data collection instruments. The results indicated that the pilot program collaboration between GRNSS and ECSD served as an effective model for providing high quality and engaging science instruction to elementary students while incorporating elements of literacy and mathematics. Science instruction of this nature can strengthen academic achievement in multiple disciplines while building a foundational understanding of key science concepts. It can serve as a vehicle for connecting students to their ecological and social place, while providing them with 21st century skills such as technology, critical thinking, and problem solving to ensure their future academic success.