Date of Award

Summer 2016

Document Type

Masters Plan B


Science & Mathematics Teaching Center


Kate Muir Welsh, Chair

Second Advisor

Brian Barber, Member

Third Advisor

Maggie Bourque, Member

Fourth Advisor

Joel Pontius, Outside Member


The goal of this literature review was to look at what the literature says about place-based methods and how they relate to A Framework for K-12 Science Education (NRC 2012) as well as the Next Generation Science Standards (NGSS) (Achieve, 2013). Place-based education (PBE) aims to connect students to their local community and environment by using them as educational starting points and contexts through which to learn in school (Sobel, 2004). However, with recent standards-based reforms teachers find little time to give to place-based methods in the classrooms (Gruenewald, 2003b). The NGSS (Achieve, 2013) were created using the recommendations laid out in the Framework (NRC, 2012). Although considered a standards-based reform, the Framework (NRC, 2012) is clear to recommend that standards developed are more than just content.

The literature shows a strong correlation between A framework for K-12 science education and place-based education methods and theories. Demarest (2014) as well as Lieberman (2014) give recommendations that allow for educators to incorporate PBE into their classrooms in meaningful ways while still meeting the NGSS (Achieve, 2013). The correlations present in the literature indicated place-based methodologies may be preferable pedagogical practices to best implement the research driven conclusions of the Framework (NRC, 2012).