ABSTRACT
Place-based learning through enquiry enables students to connect to communities at varying spatial scales whilst promoting student agency and equity in the classroom. In this chapter, readers will become familiar with how project-based learning is used in an international school setting to develop students’ understanding of place. Student and teacher experiences of how project-based learning has developed their understanding of place will contribute to this chapter. This chapter will explore the intertwining of classrooms to outside agencies. In doing so, students create meaningful products which display their understanding of the complexities of the world around them. A case study will examine how students created a sock puppet show to explain the causes and effects of ecosystem destruction in unfamiliar places to a younger audience and some implications for practitioners wanting to embed project-based learning in their own context will be discussed.
