[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596605-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596605-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","this-is-more-like-home-knowing-nature-through-community-mapping","“This Is More Like Home”: Knowing Nature through Community Mapping","","Place-based environmental education integrates environmental learning across disciplines in ways that are relevant and meaningful to students. The paper focuses on a collaborative approach, community mapping, which documents local knowledge, community members’ visions, and connections among spatial, physical, personal, and cultural dimensions of place. Using a Grade 4 project in British Columbia and drawing on Knapp’s 2005 “ten ways of knowing nature,” it analyzes how students learned through observation, situated knowing, identification, restoration, and transformation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/this-is-more-like-home-knowing-nature-through-community-mapping/596605/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/this-is-more-like-home-knowing-nature-through-community-mapping/596605.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is community mapping in the context of place-based environmental education?","Question",{"text":63,"@type":64},"Community mapping is presented as a collaborative approach that represents local knowledge, community visions, and relationships among spatial, physical, personal, and cultural elements of place.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do students come to know nature in the discussed project?",{"text":68,"@type":64},"The paper links students’ learning to Knapp’s “ten ways of knowing nature,” focusing on observation, situated knowing, identification, restoration, and transformation.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the paper argue for including community mapping in the curriculum?",{"text":72,"@type":64},"It encourages inclusion because it supports students’ ways of knowing the natural world and highlights the value of both the mapping products and the mapping process.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596605,1792171452,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","“This Is More Like Home”: Knowing Nature through Community Mapping  \nSusan Jagger, OISE/University of Toronto, Canada  \nAbstract  \nPlace-based environmental education is a pedagogy that infuses environmental education across disciplines in a way that is relevant and meaningful to students. One collaborative approach to place-based environmental education—community mapping—explores and represents local knowledge, visions held by community members, and relationships between spatial, physical, personal, and cultural elements of place. This paper shares a community mapping project done by a British Columbian Grade 4 class and, drawing from Knapp’s (2005) 10 ways of knowing nature, discusses how students came to know nature through observing, situated knowing, identifying, restoring, and transforming. Its findings encourage the inclusion of community mapping in place-based environmental education curriculum and instruction, and illuminate the value of the products and process of community mapping.  \nRésumé  \nL’éducation environnementale axée sur le lieu est une méthode pédagogique qui intègre l’éducation environnementale dans toutes les disciplines d’une manière pertinente et digne d’intérêt pour les élèves. Une approche collaboratrice del’éducation environnementale axée sur le lieu, la cartographie communautaire, examine et représente le savoir local, les visions des membres de la communauté ainsi que les relations entre les éléments du lieu de nature spatiale, physique, personnelle et culturelle. L’article expose un projet de cartographie communautaireréalisé par une classe de quatrième année en Colombie-Britannique et, se fondant sur les « dix façons de découvrir la nature » (Knapp 2005), examine la découverte de la nature par les élèves au moyen de l’observation, l’analyse contextuelle, l’identification, le rétablissementet la transformation. Les conclusions soutiennentl’inclusion de la cartographie communautaire dans les programmes d’éducation environnementale axée sur le lieu et soulignent la valeur des produits et des processus de la cartographie communautaire.  \nKeywords: community mapping, place-based education, knowing nature  \nOver the past decade, a number of critical Canadian policy documents have affirmed the importance of environmental education and its inclusion in the prescribed curriculum. For example, in Ontario, Shaping our Schools, Shaping our Future outlined priorities for current actions and provided a foundation for enhancing the province’s environmental education curriculum (Ontario Ministry  \nCanadian Journal of Environmental Education, 18, 2013 173  \nof Education, 2007) . Similarly, the British Columbia Ministry of Education created Environmental Learning and Experience (2007), an environmental education guide offering Kindergarten-Grade 12 teachers a pedagogical framework grounded in the principles of complexity, aesthetics, responsibility, and ethics. While its programs have a multitude of goals and mission statements, there are shared features across environmental education curricula. These include developing students’ understandings of how the environment connects with their lives and how relationships exist within environmental communities, and learning through direct experience (British Columbia Ministry of Education, 2007; Ontario Ministry of Education, 2007) .  \nPlace-based environmental education is a pedagogy that infuses environmental education across disciplines in a way that is relevant and meaningful to students. It is situated in the places where people live, dealing with local issues and environmental topics, and blurring the perceived boundaries between the school and community (Gruenewald, 2003; Knapp, 2005; Zandvliet, 2010) . Evolving from and examining the particularities of place, place-based environmental education celebrates the diversity of places and acknowledges the need for contextualized understandings. It is an environmental education approach that is experiential, extending t","cbCaiuaVTESelliJ","https://ap.wps.com/l/cbCaiuaVTESelliJ","pdf",3487561,17,"English","# Abstract\n# Place-based Environmental Education\n## Knowing Nature through Community Mapping\n# Interpreting Place and Places through Mapping","[{\"question\":\"What is community mapping in the context of place-based environmental education?\",\"answer\":\"Community mapping is presented as a collaborative approach that represents local knowledge, community visions, and relationships among spatial, physical, personal, and cultural elements of place.\"},{\"question\":\"How do students come to know nature in the discussed project?\",\"answer\":\"The paper links students’ learning to Knapp’s “ten ways of knowing nature,” focusing on observation, situated knowing, identification, restoration, and transformation.\"},{\"question\":\"Why does the paper argue for including community mapping in the curriculum?\",\"answer\":\"It encourages inclusion because it supports students’ ways of knowing the natural world and highlights the value of both the mapping products and the mapping process.\"}]","“This Is More Like Home”: Knowing Nature through Community Mapping | PDF",1792083387,43]