Program on the Environment

Environmental education often increases student awareness but falls short of fostering lasting environmental stewardship. As environmental challenges intensify, there is a growing need for approaches such as Place-Based Science Inquiry (PBSI) that build sustained connections between students and their local environments. The aim of this study was to examine how PBSI in K–12 education can support both environmental understanding and long-term stewardship.
Through an internship with the Pierce County Office of Resilience and Climate Action, I conducted a literature review on PBSI and outdoor science education and developed curriculum focused on Pacific Northwest marine ecosystems. I also surveyed 15 K–12 educators and interviewed 19 environmental professionals across three organizations to better understand implementation challenges and support needs. Data were analyzed using thematic coding to identify patterns that informed curriculum design and recommendations.
Results indicate that while PBSI can promote environmental stewardship, its effectiveness depends on integrating authentic scientific inquiry, meaningful place-based connections, and structured, accessible curriculum aligned with classroom time and resource constraints. Teachers identified key barriers, including limited time, lack of confidence, and insufficient resources, that limit long-term impact.
These findings demonstrate that without intentional design and adequate support, PBSI risks remaining an engaging but short-term experience rather than a transformative one. Strengthening curriculum design, professional development, and site-based partnerships is essential to make PBSI both feasible and impactful, advancing more effective and lasting environmental education in K–12 settings.