The Sense and Place Meanings's Contributions to Relevant Science Education: An Analysis of Empirical Studies
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Abstract
This article examines the contributions of the sense and meanings of place in relation to science education through a review of empirical studies. It explores how the sense and meanings of place are addressed in the classroom, the diversity of interpretations of place and the possibilities for science teaching. The research is based on a phenomenological literature review methodology. The results indicate that articulating the sense and meanings of place in science education allows for a dialogic teaching that contributes to an appropriation and defense of inhabited places. One of the contributions of this article is to advance in a definition of the sense and meanings of place, through unifying the various proposals identified, which contributes to its approach in science education.
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References
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