Interpreting the impact of bioregional curriculum design: measuring sense of place in high school science students

Abstract

The purpose of this study was to gain insights into the relationship between bioregional curriculum design, place-attachment, and ecological awareness in high school science students. Research questions were as follows: (1) Does bioregional curriculum affect place-attachment in high school science students? (2) Does a bioregional approach to studying environmental issues affect local ecological literacy--including shifting ecological awareness and an understanding of local stewardship and conservation topics? (3) What attitudes do students have towards learning experiences informed by bioregional curriculum design? Pre- and post-semester surveys, interviews, performance assessments and a mapping exercise were used as data collection instruments. Data were processed using qualitative and quantitative analysis strategies. The results suggest that students made gains in place-attachment and ecological awareness and had formative learning experiences tied to the curriculum.