Regenerating Our Place: Fostering a Sense of Place through Rehabilitation and Place-Based Education

Autor/inn/en	Sedawi, W.; Assaraf, O. Ben Zvi; Reiss, M. J.
Titel	Regenerating Our Place: Fostering a Sense of Place through Rehabilitation and Place-Based Education
Quelle	In: Research in Science Education, 51 (2021), S.461-498 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sedawi, W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-09903-y
Schlagwörter	Teaching Methods; Place Based Education; Intervention; Elementary School Students; Migrants; Foreign Countries; Pollution; Sanitation; Wastes; Grade 5; Environmental Education; Freehand Drawing; Authentic Learning; Science Instruction; Content Analysis; Political Influences; Student Attitudes; Attitude Change; Economic Factors; Water Quality; Minority Groups; Israel + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Migrantin; Ausland; Schadstoffbelastung; Betriebshygiene; Gargabe; Abfall; School year 05; 5. Schuljahr; Schuljahr 05; Umweltbildung; Umwelterziehung; Umweltpädagogik; Drawing; Zeichnen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inhaltsanalyse; Political influence; Politischer Einfluss; Schülerverhalten; Attitudinal change; Einstellungsänderung; Ökonomischer Faktor; Wasserqualität; Ethnische Minderheit
Abstract	This study examines the effects of a place-based intervention program on the sense of place of Bedouin elementary school students. These students live on the banks of the polluted Hebron Stream in Israel, where a three-pronged restoration program has recently been established, including the stream's rehabilitation, the establishment of local waste treatment, and an environmental education program. Our study follows groups of fifth-graders (n = 107) throughout a 2-year, place-based learning program in the Hebron Stream area. The program's purpose is to teach students about authentic environmental phenomena in the stream's surroundings, while fostering their sense of attachment to the stream. Data were gathered, before, during, and after the intervention, via drawings and individual interviews, and analyzed using quantitative and qualitative content analysis. The findings show that after the intervention, Hebron Stream became part of the students' sense of place, with many students drawing a cleaner, more esthetically pleasing stream, and about a third drawing the stream as a "healthy" ecosystem. The students' explanations of their drawings showed a rise in their awareness of the stream's importance as a natural resource, and an increased awareness of the relationship between the stream, the community, and political-economic situation. Though they were openly critical of flaws in the current progress of the restoration process, they also expressed optimism regarding the improvement in the stream's conditions that contrasted sharply with their earlier fatalistic attitudes. This change in attitude was also expressed in declared changes in the students' personal environmental behaviors. The results of this study provide a comprehensive understanding of the relationship between people and their immediate environment. It offers both pedagogical and theoretical recommendations for studies of sense of place and place-based education initiatives undertaken in contaminated natural environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01