Place-Based Inquiry in a University Course Abroad: Lessons about Education for Sustainability in the Urban Outdoors

Autor/in	Thomas, Timothy G.
Titel	Place-Based Inquiry in a University Course Abroad: Lessons about Education for Sustainability in the Urban Outdoors
Quelle	In: International Journal of Sustainability in Higher Education, 21 (2020) 5, S.895-910 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-07-2019-0220
Schlagwörter	Study Abroad; Course Descriptions; Place Based Education; College Faculty; College Students; Teaching Methods; Sustainable Development; Environmental Education; Outdoor Education; Foreign Countries; Economic Factors; Well Being; Guidelines; Natural Resources; Elementary Secondary Education; Interdisciplinary Approach; Cultural Awareness; Comparative Education; Curriculum Development; Italy + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Kursstrukturplan; Fakultät; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Freiluftunterricht; Ausland; Ökonomischer Faktor; Well-being; Wellness; Wohlbefinden; Richtlinien; Natural Ressource; Natürliche Ressource; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Cultural identity; Kulturelle Identität; Vergleichende Erziehungswissenschaft; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Italien
Abstract	Purpose: This paper aims to present the case of a semester-long study-abroad education class in Italy. This course explored place-based methods that classroom teachers (K-12) might use to connect students' outdoor surroundings to extend the lessons they learn in school about environmental sustainability. The experience of the university instructor and students outlined in this paper highlights the promise of place-based education to provide a potent approach for conveying principles of education for sustainable development (ESD). Design/methodology/approach: An American university course enacted the approaches of place-based education and learning outdoors (harnessing student curiosity, building community partnerships, etc.) to investigate the natural and civic systems at work in the city of Florence. The participants deepened their understanding about the natural environment, economic health and well-being of inhabitants and compared the findings about local sustainable resource management to international settings. Through a deliberate practice framework, the students designed classroom lessons. Findings: This discussion of university students' work in an education course illuminates the possibilities for place-based applications in elementary and secondary schools. The pedagogical principles applied in this course also highlight the multidisciplinary strengths of ESD. Originality/value: This paper provides an inside look at choices educators must make to provide relevance in classrooms, to connect the curriculum content that is standardized by governments with the systemic dilemmas that challenge communities. The author details the pedestrian topics that the university students examined during the semester. These lessons show that place-based inquiry situated in the outdoors can present clear lessons about sustainable development. An international comparative perspective can enhance learners' perspectives about local surroundings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01