Implementation of Place-Based Education: A Case Study in a Primary School at Talhogang, Bhutan ()
Affiliation(s)
1Tsangkha Middle Secondary School, Dagana, Bhutan.
2Department of Science Education, Samtse College of Education, Royal University of Bhutan, Samtse, Bhutan.
3Department of Social Science Education, Samtse College of Education, Royal University of Bhutan, Samtse, Bhutan.
ABSTRACT
This research titled “implementation of place-based education: a case study in a primary school at Talhogang”was conducted with an aim to explore how place-based education (PBE) was implemented in an innovative Bhutanese place-based pilot school. The objectives of the study were to investigate the potential influence of place-based education on students’ engagement in learning and further describe the place-based education assessment practices carried out in the school. In addition to identifying the opportunities and challenges teachers face in implementing place-based education, the study also explored the relationship between PBE and Gross National Happiness (GNH), the guiding developmental philosophy of Bhutan. This qualitative study with an exploratory case study by design grounded its foundation on the constructivist worldview. Purposive sampling was used to solicit data from respondents who had experienced the phenomenon under study. The sample consisted of six teachers and eight students. Semi-structured interview, classroom observation and document analysis were employed to gather data from the participants. After the thematic and content analysis, data from these different sources were triangulated to authenticate the validity of the findings. The findings of the study revealed that the local community was used as an extended part of a classroom enabling students to gain hands-on learning experiences. In addition, analysis of the data indicates that the PBE School employed a variety of authentic assessment practices to evaluate the progress of learning. The study also demonstrated that there is a strong synergy between PBE and GNH, particularly intellectual and academic dimensions within the concept of Green School. While the results indicated that the PBE was implemented successfully, several barriers were likewise identified. Accordingly, recommendations to address these challenges of implementation are offered this educational approach more effectively.
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Dorji, K. , , K. and Sivitskis, A. (2021) Implementation of Place-Based Education: A Case Study in a Primary School at Talhogang, Bhutan.
Creative Education,
12, 2390-2409. doi:
10.4236/ce.2021.1210180.
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