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NLM349379238 |
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DE-627 |
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20231226042501.0 |
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231226s2023 xx |||||o 00| ||eng c |
| 024 |
7 |
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|a 10.1111/cobi.14023
|2 doi
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|a pubmed24n1164.xml
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|a (DE-627)NLM349379238
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|a (NLM)36424867
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|a DE-627
|b ger
|c DE-627
|e rakwb
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| 041 |
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|a eng
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| 100 |
1 |
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|a Cicchino, Amanda S
|e verfasserin
|4 aut
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| 245 |
1 |
0 |
|a Critical pedagogy of place to enhance ecological engagement activities
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| 264 |
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1 |
|c 2023
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| 336 |
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|a Text
|b txt
|2 rdacontent
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| 337 |
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|a ƒaComputermedien
|b c
|2 rdamedia
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| 338 |
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|a ƒa Online-Ressource
|b cr
|2 rdacarrier
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| 500 |
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|a Date Completed 30.03.2023
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| 500 |
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|a Date Revised 14.04.2023
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|a published: Print-Electronic
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|a Citation Status MEDLINE
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|a © 2022 The Authors. Conservation Biology published by Wiley Periodicals LLC on behalf of Society for Conservation Biology.
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| 520 |
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|a Scientists in higher education institutions around the globe recognize the importance of engaging with public stakeholders to share their enthusiasm, explain their science, and encourage primary and secondary students to enter the sciences. However, without direct consideration of students' and teachers' perspectives and interests, scientists may design activities around their own goals, limiting the impact on school stakeholders (i.e., students, teachers, paraprofessional staff, students' parents, and other caregivers). We drew from natural and social science research to describe how expanding the conception of place beyond the biophysical can help engage school stakeholders in meaningful ways. We describe the multidimensional PLACE framework that we developed to integrate perspectives, knowledge, and values of all stakeholders in engagement programming. The framework is organized around topics that stakeholders should discuss early on to ensure successful partnerships. We recommend that scientists identify and use pedagogy that is inclusive; language framed around dialogic communication methods; aims and motivations centered on engagement; cultural funds of knowledge of place (i.e., disciplinary, personal, or experiential knowledge); and evaluation of engagement based on meaningful metrics. Two case studies are presented to illustrate how the PLACE framework components, when addressed, can lead to robust, successful partnerships between scientists and schools
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| 650 |
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4 |
|a Journal Article
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| 650 |
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4 |
|a Research Support, U.S. Gov't, Non-P.H.S.
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| 650 |
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4 |
|a K-12 students
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| 650 |
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4 |
|a critical pedagogy
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| 650 |
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4 |
|a docentes
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| 650 |
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4 |
|a engagement
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| 650 |
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4 |
|a estudiantes K-12
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| 650 |
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4 |
|a lugar
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| 650 |
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4 |
|a participación
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| 650 |
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4 |
|a pedagogía crítica
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| 650 |
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4 |
|a place
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| 650 |
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4 |
|a teachers
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| 650 |
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4 |
|a 批判性教学法, 地点, K-12学生, 教师, 参与
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| 700 |
1 |
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|a Weinberg, Andrea E
|e verfasserin
|4 aut
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| 700 |
1 |
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|a McMeeking, Laura B Sample
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Balgopal, Meena M
|e verfasserin
|4 aut
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| 773 |
0 |
8 |
|i Enthalten in
|t Conservation biology : the journal of the Society for Conservation Biology
|d 1999
|g 37(2023), 2 vom: 17. Apr., Seite e14023
|w (DE-627)NLM098176803
|x 1523-1739
|7 nnns
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| 773 |
1 |
8 |
|g volume:37
|g year:2023
|g number:2
|g day:17
|g month:04
|g pages:e14023
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| 856 |
4 |
0 |
|u http://dx.doi.org/10.1111/cobi.14023
|3 Volltext
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