Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, Lezly; Brand, Brenda |
|---|---|
| Titel | Enhancing Place-Based Learning Progression through Epistemic Agency: A Response to toward a Hypothetical Place-Based Learning Progression for Haze Pollution in the Northern Region of Thailand |
| Quelle | In: Cultural Studies of Science Education, 16 (2021) 2, S.429-446 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1871-1502 |
| DOI | 10.1007/s11422-021-10022-2 |
| Schlagwörter | Stellungnahme; Foreign Countries; Pollution; Place Based Education; Ecology; Geographic Location; Teaching Methods; Identification (Psychology); Self Efficacy; Student Participation; Environmental Education; Social Problems; Social Change; Student Role; Change Agents; Thailand; Mississippi |
| Abstract | Luecha Ladachart, Manus Poothawee, and Ladapa Ladachart take a unique approach in their study entitled, "Toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand," whereby they frame acquiring disciplinary knowledge within a place-based learning progression in response to regional issues related to air pollution. From this study, the authors created a proposed learning progression that was designed to facilitate an understanding of the cause and effect of haze pollution as it relates to anthropogenic issues, geographical location, and seasonal patterns distinctly for the northern region of Thailand. The purpose of this response article is to discuss the design of Ladachart, Poothawee, and Ladachart's (2020) place-based learning progressions and to facilitate a discussion on enhancing place-based learning progressions through the development of identity, self-efficacy, and epistemic agency. Lastly, we will reflect on our research in the Mississippi Delta (USA) to engage a discussion on how anchoring learning progressions across epistemological dimensions enables students to advance cognitively and developmentally while experiencing the personal and social transformation that positions them as epistemic agents within their local communities. [For "Toward a Place-Based Learning Progression for Haze Pollution in the Northern Region of Thailand," see EJ1277909.] (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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