Place-based stem education for sustainability: A path towards socioecological resilience

Martín Bascopé, Kristina Reiss

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

This article analyzes STEM projects conducted in eight schools with children from 4 to 10 years old in southern Chile. The main purpose of the study was to describe and analyze how these projects can affect students’ and educators’ attitudes and create community capacities to tackle local socioecological challenges. We used an ethnographic design with an intentioned coding process of interviews and participant observations to summarize one year of collaborative and transdisciplinary project building. The results describe the main attitudinal changes of teachers and students and give evidence on how these projects create new links and foster collaborations with local actors and organizations that are usually sidelined from educational experiences. Examples of meaningful learning experiences to tackle sustainability challenges were systematized and shared, to inspire new initiatives, raise new voices, and promote active participation of the new generations to foster socioecological resilience.

Original languageEnglish
Article number8414
JournalSustainability (Switzerland)
Volume13
Issue number15
DOIs
StatePublished - 1 Aug 2021

Keywords

  • Education for sustainability
  • Place-based education
  • Project-based learning
  • STEM education
  • Socioecological resilience

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