Using Place Construction Theory for Geographic Learning: An Analysis of Place-based Learning Outcomes and Processes in Pedagogical Fieldwork

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dc.contributor.authorSpringer, Cathryn E.
dc.date.accessioned2023-12-05T21:12:47Z
dc.date.available2023-12-05T21:12:47Z
dc.date.issued2009
dc.description.abstractThis article seeks a deeper understanding of geographic learning through the theoretical development of place construction theory, as it pertains to learning. A mixed method study was conducted to empirically analyze and explore place construction processes and outcomes of a field study, in which students visited a local ranch as part of their physical geography laboratory course. Findings of this research indicate that students experienced significant gains in cognitive learning and that multiple place construction processes were instrumental in facilitating learning when the ranch, as a place, served as the context for learning. This theoretical development and the findings of this study have implications for not only geographic learning and the use of pedagogical field studies, but also for the interdisciplinary study of place-based education.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent25 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationSpringer, C.E. (2009). Using place construction theory for geographic learning: An analysis of place-based learning outcomes and processes in pedagogical fieldwork. Research in Geographic Education, 11(2), pp. 54-78.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17433
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2009, Vol. 11, No. 2, pp. 54-78.
dc.subjectgeography
dc.subjectgeographic learning theory
dc.subjectplace construction
dc.subjectplace as context
dc.subjectplace-based education
dc.subjectfield study
dc.subjectpedagogical fieldwork
dc.titleUsing Place Construction Theory for Geographic Learning: An Analysis of Place-based Learning Outcomes and Processes in Pedagogical Fieldwork
dc.typeArticle

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