Program on the Environment

Research indicates that young people today are becoming increasingly disconnected from the natural environment, a phenomenon often described as “nature deficit disorder” (Louv 2005). This disconnect is associated with a decrease in ecological literacy and engagement. In the face of this, teachers turn to environmental and place-based education as a way to grow students’ sense of agency, community connection, and environmental stewardship. Place-based scientific inquiry (PBSI) offers a pedagogical framework that centers scientific learning within students’ local contexts. The purpose of this study was to examine the barriers that prevent classroom teachers from implementing PBSI and identify strategies to support teachers in overcoming those barriers. The investigation was conducted through an internship with Pierce County’s Office of Resilience and Climate Action (ORCA), complemented by independent research consisting of a literature review and analysis of teacher discussions in online forums. The analysis was focused on teachers’ perceptions, challenges, and resource needs related to outdoor instruction. Findings indicate that educators frequently cite limited access to biodiverse “high nature” areas and a lack of professional preparation for outdoor instruction as key constraints. Evidence suggests, however, that effective PBSI can occur in a variety of outdoor settings, including those with low biodiversity, when guided by intentional, inquiry-based design. By highlighting the need for practical professional support and accessible resources, this study contributes to efforts that enhance educators’ confidence and capacity to deliver place-based instruction can promote students’ scientific understanding, sense of agency, and connection to their communities and environments.