Place-based inquiry: Advancing environmental education in science teacher preparation

Abstract

Future generations face unprecedented environmental challenges such as global climate change, worldwide food crises, species extinctions, and increasing demands for energy. Teachers play a vital role in preparing students to address such complex and interconnected problems. The chapter describes a 3-year professional development project for inservice science teachers to provide the tools to implement place-based pedagogy and environmental education in science classrooms. This teacher education strategy emphasizes the authentic practice of science, develops deeper content knowledge in an interdisciplinary context, and focuses on questions of environmental importance. Three detailed case studies are presented where students engaged in place-based investigation for an extended period of time. These projects show a transition from teacher-led investigation to student-directed inquiry. Several other examples of place-based studies are briefly described to suggest the potential for such studies in a variety of school settings. A framework for planning successful place-based investigation is included. The chapter suggests how place-based pedagogy is critical for the preparation of science teachers and how such a strategy addresses a range of concepts through deeper inquiry. © 2010 Springer Science+Business Media B.V.