ABSTRACT
This article discusses how a place-based approach to middle-level science teacher education prepares middle grades teacher candidates to leverage local culture and community to create interdisciplinary and relevant curriculum for all middle grades students. The article describes evidence-based strategies that capitalize on local place and university community partnerships to promote empowering and equitable teaching and learning experiences. Specifically, examples of how to use the place-based approaches of photovoice, citizen science, and problem-based learning are provided.
