2026-05-24T19:36:58Zhttps://keep.lib.asu.edu/oai/request

oai:keep.lib.asu.edu:node-1932572024-12-19T19:04:43Zoai_pmh:alloai_pmh:repo_items

193257 https://hdl.handle.net/2286/R.2.N.193257 http://rightsstatements.org/vocab/InC/1.0/ http://creativecommons.org/licenses/by-nc-sa/4.0 2024-05 20 pages Perry, Skylar Semken, Steven Ostman, Rae Barrett, The Honors College School of Earth and Space Exploration Text Interpretation, a form of informal education often used in National Parks, has long been used outside the classroom to effectively engage broad audiences in learning about the geosciences and to encourage them to connect with the local environment. An educational approach that draws on similar foundations to interpretation is place-based education (PBE), which focuses on connecting learning and fostering students' relationships with local cultures and places. Despite the similarities between the two pedagogies and a scarcity of geoscience-specific examples for active learning strategies, there has been little collaboration between interpretation and formal geoscience education. This paper investigates three case studies on PBE to explore where interpretive principles are already used and where they could be further applied to improve learning outcomes and increase student interest in the geosciences. Methodologies similar to the principles of interpretation can already be seen within these case studies to improve student outcomes, justifying further research on the use of interpretation within formal education. Increased communication and collaboration between informal and formal education resources could provide geoscience-specific approaches to effective teaching techniques and lead to further improvements in geoscience education. Interpretation Place-based education Geoscience Education Using Principles of Interpretation to Improve Undergraduate Geoscience Education