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

Sedawi, Wisam; Assaraf, Orit Ben Zvi; Reiß, Michael

doi:10.1007/s11165-019-09903-y

Cited by 18 publications

(5 citation statements)

References 62 publications

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“…Research on students' SOP is mainly devoted to exploring their relationship with the place where they learn (e.g., forest school: Harris, 2021; field trips: Goralnik et al, 2021; outdoor environmental education programs: Sedawi, Assaraf, & Reiss, 2021) and focusing on the relationship between residential mobility and affect place attachment (Vidal, Valera, & Peró, 2010) or the connection between SOP and a particular instructional design or strategy (place-based education: Grimshaw & Mates, 2022;environmental education: Chen, 2020; science learning: Lim & Barton, 2006). Other research on SOP focuses on reflecting on students' experiences with places in their childhood (Tani, 2017).…”

Section: Discussionmentioning

confidence: 99%

Public recreation and landscape protection - with environment hand in hand? Proceedings of the 14th Conference.

2023

Public Recreation and Landscape Protection - With Environment Hand in Hand?

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In today's society, smartphone usage in active recreation (natural environment) is somewhat controversial because some believe that smartphones promote an access to resources; however, some believe that smartphones distract attention from environment; therefore, the present study aims at determining adolescents' smartphone usage in active recreation and natural environment. An instrument of survey (non-standardized) was carried out six months (January -June, 2022) through an intentional sampling of survey group size of 2108 (100%) adolescent boys and girls: (i) Urban adolescent boys and girls (42.50%, n = 896); (ii) Rural adolescent boys and girls (57.50%, n = 1212), aged 18.50 ± .40 years. Statistics (e.g., descriptive, inferential) was used to analyze and compare the data. When considering the adolescents' smartphone usage, on average, 45.00% (n = 949) of survey group spent 1 -3 hours of using smartphones and about 38.32% (n = 808) of survey group spent time using smartphones in active recreation (natural environment). About 4.80% (n = 102) of survey group spent time using specific, recreation apps (e.g., Geocaching, GeoCaches). Increasing the physical activity is necessary; therefore, smartphone usage (recreation apps) may increase time spent in active recreation and influence physical activity levels of adolescents.

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Section: Discussionmentioning

confidence: 99%

Public recreation and landscape protection - with environment hand in hand? Proceedings of the 14th Conference.

2023

Public Recreation and Landscape Protection - With Environment Hand in Hand?

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“…Thus, we draw from place-based learning practices within our work, which can lead to deeper community connections and personal growth through the development of shared language and literacy practices for civic empowerment (Silbernagel et al, 2015). Exploring language and linguistic justice through a place-based lens ensures youth explore and interpret the historical and cultural contexts of their community more thoroughly than a textbook or curricular resource alone could provide (Sedawi et al, 2021). As learners interact with their communities through hands-on, problem-based exploration, there are more opportunities to connect for youth who previously felt disconnected, better understand their individual identity, and find their place within their community (Donovan, 2016;2013;Sedawi et al, 2021).…”

Section: Language and Literacy In Placesmentioning

confidence: 99%

Looking for It: Language, Literacy, and History in Place

Panther,

Hochuli

2024

GJL

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Within this article, we explore how teachers, researchers, and community members—including youth—worked in collaborative conversations and place-based projects to explore the languages, stories, and histories of their local Georgia communities. By examining the process of “looking for it,” as one youth researcher puts it, this article explores three inquiry practices Georgia youth use to identify and sustain community language and literacy practices: personal storytelling, walking histories, and breaking bread. These community literacies resulted in youth having a stronger sense of self and community and understanding the relationship between them. Additionally, the practices spurred critical thinking, historical inquiry, and socioemotional learning. Community exploration through community literacies created the foundation for place-based language, literacy, and history research to take root and flourish.

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“…También se emplearon criterios para la selección de los artículos: (a) de libre acceso, para aumentar la posibilidad de acceder a investigaciones de interés; (b) publicados en un periodo de 10 años (entre 2011 y 2021); (c) que presenten trabajos empíricos; (d) asociados a la educación científica. De esta forma fue posible identificar seis investigaciones: Bogan, (2012); Danielsson et al, (2016); Kim et al, (2020) ;Kuwahara, (2013); Ramos De Robles y Cuevas, (2016); Sedawi et al, (2021).…”

Section: Recolección De Los Datos Y Selección Del Corpus De Análisisunclassified

“…Finalmente, la última capa o dimensión se refiere a los elementos que relacionan la temporalidad. Desde esta perspectiva, Arellano (2019) a través de su investigación ayuda a comprender que los significados del lugar aportan a los apegos del lugar, es decir, los vincula en la tercera capa del sentido del lugar, relación apoyada y ampliada por las investigaciones de Arboleda (2020) ySedawi et al (2021).En relación con lo anterior, se propone entender los significados del lugar como construcciones acotadas y dependientes de las capas del sentido del lugar.Los significados se comprenden y caracterizan: (I) como las formas en que las personas valoran y aprecian los lugares (Stewart, 2008); (II) están mediados por experiencias biofísicas, sociales, culturales y personales (Williams, 2014) en el marco de contextos determinados; (III) estas formas de valorar y apreciar los lugares son de naturaleza descriptiva y aparecen como explicaciones y/o descripciones sobre el lugar. En este tenor, los significados -del lugar-emergen y se configuran a través del discurso (Van Patten y Williamsm, 2008).…”

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Aportes del sentido y significados del lugar para una enseñanza de las ciencias relevante: un análisis de trabajos empíricos

Arboleda Piedrahita,

Gómez Galindo,

García Franco

2024

REB

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Este artículo examina los aportes del sentido y significados del lugar en relación con la educación científica a través de una revisión de estudios empíricos. Se explora cómo se aborda el sentido y significados del lugar en el aula, la diversidad de interpretaciones del lugar y las posibilidades para la enseñanza de las ciencias. La investigación se basa en una metodología de revisión bibliográfica de corte fenomenológico. Los resultados señalan que articular el sentido y significados del lugar en la educación científica permite una enseñanza dialógica que aporta a una apropiación y defensa de los lugares habitados. Uno de los aportes de este artículo es avanzar en una definición del sentido y significados del lugar, a través de unificar las diversas propuestas identificadas, que contribuya a su abordaje en la educación científica.

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

Cited by 18 publications

References 62 publications

Public recreation and landscape protection - with environment hand in hand? Proceedings of the 14th Conference.

Public recreation and landscape protection - with environment hand in hand? Proceedings of the 14th Conference.

Looking for It: Language, Literacy, and History in Place

Aportes del sentido y significados del lugar para una enseñanza de las ciencias relevante: un análisis de trabajos empíricos

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