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Guidelines for Integrating iNaturalistTechnology with Place-Based Learning to Promote Students' Sense of Place and Environmental Responsibility |
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| รหัสดีโอไอ | |
| Creator | Phatcharida Inthama |
| Title | Guidelines for Integrating iNaturalistTechnology with Place-Based Learning to Promote Students' Sense of Place and Environmental Responsibility |
| Contributor | Pramote Srikongka, Ekgapoom Jantarakantee |
| Publisher | Faculty of Science, Ubon Ratchathani University |
| Publication Year | 2568 |
| Journal Title | Journal of Science and Science Education |
| Journal Vol. | 8 |
| Journal No. | 2 |
| Page no. | 377-390 |
| Keyword | Place-based learning, Education for sustainable development, Sense of place |
| URL Website | https://so04.tci-thaijo.org/index.php/JSSE/ |
| Website title | Journal of Science and Science Education |
| ISSN | ISSN 2697-410X |
| Abstract | Biology education in Thai schools continues to face significant challenges stemming from an emphasis on knowledge transmission and memorization rather than developing analytical thinking and scientific inquiry skills. This results in students not seeing connections between what they learn and real life, lacking attachment to their place, and lacking environmental responsibility. This article presents an approach integrating iNaturalist technology, a citizen science platform that uses artificial intelligence to identify species, with Place-Based Learning that emphasizes student interaction with local environments in multiple dimensions. The approach is grounded in theories of Sense of Place, environmental responsibility, and identity development in school-age students. Place-Based Learning helps create emotional attachment to place and leads to environmentally friendly behaviors. From synthesizing the conceptual framework, the NATURE teaching method was developed, consisting of 6 steps: Nurture the Context, Align with Tools, Traverse the Place, Understand through Verification, Reflect and Reconstruct, and Engage for Action. This teaching method helps reduce the knowledge-action gap, promotes students as citizen scientists who participate in creating new knowledge, and develops sustainable environmental citizenship. This integration also supports multiple Sustainable Development Goals (SDGs), particularly quality education, climate change mitigation, and biodiversity conservation. However, successful implementation of this approach depends on teacher readiness, school support, and local community participation. |
