Place-Based Education in a Context of Environmental Education, Outdoor Education and History Education: A Scoping Review

This scoping review aims to analyze Place-based Education (PBE) research in the context of Environmental Education (EE), Outdoor Education, and History Education which have been published in peer-reviewed journals in the last twenty years. Researchers map the themes included in this research corpus, highlight EE and other specific subjects such as Outdoor Education and History Education where PBE was analyzed, and categorize the themes that emerged from the research. The Model of PBE dimensions by Ardoin et al. (2012) has been referred to as the main model in this research. Recently, PBE took part as a pedagogical approach that emphasizes the connection between the teaching and learning process. Physical place and nature are the most important elements in PBE. Teachers, students, and the community also play their roles in PBE. It incorporates the meanings and experiences of place in teaching and learning, which can extend beyond the classroom. The purpose of this study is to explore the dimensions of place by conducting a Confirmatory Factor Analysis (CFA) of data from three Eco-regional sites. This study may guide policymakers, administrators, scholars, and educators worldwide in integrating PBE into curricula as a pedagogical approach. The findings will help other researchers steer future research on PBE. This research will be a guide for new educational policy and can be the best school practice.