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|Title:||Location, Location, Location: The Effects of Place in Place-Based Simulations|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Siebert-Evenstone, A. & Shaffer, D. (2019). Location, Location, Location: The Effects of Place in Place-Based Simulations. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 152-159). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||Educators who develop and use place-based curricula argue that engaging students in authentic problem-based learning situated in students' own local place helps them understand the relevance of their academic work, which improves learning. However, while place-based curricula are localized, they are also authentic, problem-based experiences, which have been shown to be effective in their own right. Without controlling for the impact of authenticity, it is not clear whether localization itself improves student learning. In this study, we used a place- based simulation to engage students with authentic problem-based learning about a specific place: a city that is local for some students and not for others. We assessed differences in cognitive, affective, and behavioral outcomes between these two groups. Our results suggest that learning outcomes are better when students engage in a place-based simulation about their own locality, indicating that place does play a critical role in the success of place-based education.|
|Appears in Collections:||CSCL 2019|
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