A community and place-based approach to middle childhood science teacher education

Abstract

This article discusses how a place-based approach to middle-level science teacher education prepares middle grades teacher candidates to leverage local culture and community to create interdisciplinary and relevant curriculum for all middle grades students. The article describes evidence-based strategies that capitalize on local place and university–community partnerships to promote empowering and equitable teaching and learning experiences. Specifically, examples of how to use the place-based approaches of photovoice, citizen science, and problem-based learning are provided.

Keywords:

• place-based education
• science education
• teacher education
• university–community partnership
• social justice

Additional information

Notes on contributors

Danielle Dani

Danielle Dani, Ed.D., is associate professor in the Department of Teacher Education at Ohio University. E-mail: [email protected]