Isnawati Isnawati, Siti Sriyati, Rika Rafikah Agustin, Supriyadi Supriyadi
Place-based education (PBE) has gained significant attention in recent years as a promising approach to enhancing science learning experiences. This paper presents a comprehensive synthesis of existing research on the integration of PBE in science education, focusing on the key aspects of what PBE entails, why it is essential, and how it can be effectively implemented. The "what"of PBE in science learning encompasses various elements, including the use of local environments, community resources, and cultural contexts to create meaningful and relevant learning experiences. It involves connecting scientific concepts to real-world issues and engaging students in authentic scientific investigations that promote an interactive learning environment. The "why"behind incorporating PBE in science education is rooted in its potential to enhance student motivation, engagement, and deeper understanding of scientific concepts. PBE provides opportunities for students to develop a sense of place and personal connection to their environment, fostering environmental literacy and sustainable practices. Additionally, PBE fosters the growth of critical thinking, problem-solving, and teamwork abilities - all crucial for scientific literacy and active citizenship. The "how"of implementing PBE in science learning encompasses various strategies and considerations. Effective implementation requires thoughtful planning, collaboration with local communities and stakeholders, and alignment with curriculum standards. PBE approaches may involve field trips, community partnerships, outdoor education, and the integration of technology to support data collection and analysis. Through a systematic review and analysis of existing research, this synthesis aims to provide a comprehensive overview of the current state of PBE in science education, identify research gaps, and highlight successful practices and outcomes. The findings underscore the potential of PBE to promote authentic and meaningful science learning experiences that foster students' scientific knowledge, skills, and environmental consciousness. By better understanding the "what, why, and how"of PBE in science learning, educators, curriculum developers, and policymakers can make informed decisions about integrating PBE into science education and designing effective instructional approaches that capitalize on local contexts and improve students' sense of place. © 2025 Author(s).
Department of Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Physics Study Program, Universitas Musamus, Merauke, Indonesia
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