A student's "sense of place" incorporates their affective as well as cognitive responses to physical places. Students with strong cultural bonds to homelands, many of whom are underrepresented minorities (such as American Indian students) may be dissuaded by geoscience teaching that affronts their senses of place. Place-based geoscience teaching could potentially enhance science literacy among American Indian, Alaska Native, and other underrepresented minority students, and bring more of them into the geoscience profession. Five characteristics of place-based geoscience teaching are identified here and illustrated with suggestions for implementation in diverse educational settings.
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This resource is referenced here:Subject:
Geography:Human/Cultural, Education
Resource Type:
Pedagogic Resources:Overview/Summary, Pedagogic Resources, Journal Article
Research on Learning:
Instructional Design:Teaching in the Field,
Ways Of Learning:In the Field,
Instructional Design:Interdisciplinary Education,
Cognitive Domain:Knowledge Transfer, Affective Domain,
Cultural Differences
Keyword: affective domain
