Assessing the Efficacy of a Place-Based Coastal Science Curriculum: A Survey of Pedagogical Outcomes in Zanzibar

{ "background": "Place-based education is posited as a critical pedagogical approach for enhancing relevance and engagement in environmental science, particularly within coastal communities where local ecological knowledge is integral. However, empirical assessments of its efficacy in Sub-Saharan African contexts, especially within island education systems, remain scarce.", "purpose and objectives": "This study aimed to evaluate the pedagogical outcomes of a newly implemented place-based coastal science curriculum. Its objectives were to assess changes in learners' environmental literacy, analyse teachers' perceptions of curriculum implementation, and identify key factors influencing its educational impact.", "methodology": "A cross-sectional survey design was employed. Stratified random sampling was used to select participants from secondary schools in coastal districts. Validated questionnaires measuring environmental knowledge, attitudes, and place attachment were administered to learners. Semi-structured surveys were concurrently conducted with science teachers to gather data on pedagogical practices and challenges. Quantitative data were analysed using descriptive and inferential statistics, while thematic analysis was applied to qualitative responses.", "findings": "Learners exposed to the curriculum demonstrated a statistically significant increase in environmental knowledge scores compared to a control group, with 78% of participants achieving a proficient level. Teacher surveys revealed a predominant theme of enhanced student engagement but also highlighted logistical constraints in accessing local field sites as a major implementation barrier.", "conclusion": "The place-based curriculum demonstrates substantial potential for improving environmental science education outcomes in this context by leveraging local ecological and cultural capital. Its success is contingent upon addressing systemic and logistical challenges to practical, community-embedded learning.", "recommendations": "Curriculum developers should integrate more structured support for field-based activities, including community partnership frameworks and low-resource pedagogical guides. Teacher professional development programmes must be strengthened to build capacity in place-based instructional methods. Further longitudinal research is recommended to assess long-term retention and behavioural impacts.", "key words": "place-based education, environmental literacy, curriculum evaluation, coastal science, pedagogical outcomes, Sub-Saharan Africa", "contribution statement": "This study provides the first quantitative and qualitative dataset evaluating a place-based