Extending classrooms into parks through informal science learning and place-based education

Abstract

Parks are spaces where lived experiences and science learning could come together in ways not afforded by brick and mortar informal science institutions. They offer unique opportunities for authentic science learning in that learners interact with diverse ecosystems within urban settings and engage in authentic data collection practices while making salient connections to place. In urban settings where greenspace is often a premium, parks are opportunities for educators to facilitate experiences with nature that are unparalleled in the classroom. In order to make the most of parks and other similar spaces we ask, in what ways can we engage learners in these environments? Using a theoretical lens of place attachment and identity this chapter describes how teachers form attachments to and build identities around places for science learning and place value on facilitating such experiences for their students. First, a theoretical approach to place attachment is outlined which precedes a description of the urban National Park and the teacher learning programs. Then teacher experiences and reflections juxtaposed with place attachment framework highlight notions of environmental stewardship, culturally-relevant learning, student-centered learning, and place-relevant experiences for both teachers and their students. The chapter concludes with reflections of and implications for teacher learning in park settings.