Place-Based and Experiential Learning

Based on a Presentation by Local Teachers

Description of the Method

During visits to the town of Chalastra and the Axios River Delta, local teachers explained how they use the natural and cultural environment of the area for educational purposes. According to their presentation, students regularly participate in field-based activities through which they learn about the natural features, history and cultural characteristics of their local area from direct experience.

Students do not simply listen to explanations given by a teacher or expert. They complete observation tasks, formulate questions, collect data and impressions, and then interpret their experiences together. Classroom preparation and follow-up activities complement the fieldwork.

Place-based learning considers the students’ immediate environment to be a valuable learning space in its own right. A riverbank, park, urban district, market, historic building or even the school grounds can provide opportunities to connect curricular content with real situations, observable phenomena and personal experiences.

Learning Objectives

The method:

• strengthens awareness of nature and environmental issues;

• develops purposeful observation;

• supports questioning and an investigative mindset;

• develops the analysis of data and experiences;

• connects curricular content with real life;

• promotes knowledge of local natural and cultural heritage;

• strengthens attachment to the local area and community;

• develops cooperation and communication;

• provides opportunities for cross-curricular learning;

• supports the development of responsible and sustainable behaviour;

• makes learning experiences more memorable and personal.

The Experiential Learning Process

An experience alone does not necessarily result in learning. The method becomes effective when direct experience is followed by conscious observation, interpretation, organisation and application.

The process has four main stages:

1. Direct experience: students observe a place, phenomenon, organism, building or community space.

2. Reflection: they describe what they have seen, heard, felt or measured.

3. Interpretation: they use prior knowledge and additional sources to identify connections.

4. Application: they use their new knowledge in another situation or develop a proposal for addressing a real problem.

Preparing the Fieldwork

1. Defining the Learning Objective

The teacher first determines what students should observe, understand or apply by the end of the field activity.

Possible learning objectives include:

• understanding the relationship between a river and the surrounding landscape;

• recognising the characteristics of different habitats;

• observing the environmental effects of human activity;

• comparing the past and present of a settlement;

• understanding the local importance of cultural heritage;

• practising map reading and orientation;

• collecting and organising simple field data.

2. Formulating a Central Question

Fieldwork can be organised around an open, investigable question.

For example:

• How does water shape the landscape and people’s lives?

• What connections can be observed between the natural environment and human activity?

• What do the buildings and public spaces of a settlement reveal about its past?

• Which natural and cultural features of this place should be preserved?

• How has the location changed over time?

• What signs of sustainable or unsustainable land use can be observed?

3. Activating Prior Knowledge

Before the visit, students can examine maps, photographs, short texts or videos. They formulate their initial expectations and questions:

• What do we already know about this location?

• What do we expect to see?

• Which organisms or elements of the built environment might we encounter?

• Which human activities might be characteristic of the area?

• What problems or changes might we observe?

• What data could we collect at the location?

Initial hypotheses should be recorded so that they can be compared with the actual field experiences afterwards.

4. Defining Observation Criteria and Group Roles

Students can work in small groups. Group members can be assigned different roles:

• navigator: follows the route and uses the map;

• observer: focuses on natural or cultural phenomena;

• note-taker: records the group’s experiences;

• data collector: records measurements and numerical data;

• photographer: documents locations while following the relevant rules;

• questioner: collects new questions that arise;

• spokesperson: presents the group’s findings.

The roles can be rotated during future field activities.

Activities at the Location

Silent Observation

Students observe the environment for one or two minutes without talking. They then record individually:

• what they saw;

• which sounds they heard;

• which smells or temperature differences they noticed;

• what movement or change they observed;

• what attracted their attention most strongly.

This short activity slows down the observation process and helps students notice details that might easily be missed during a traditional excursion.

Producing a Field Sketch

Students create a simple drawing or sketch map of the location. They can mark:

• bodies of water;

• areas covered by vegetation;

• buildings and roads;

• signs of human activity;

• observed organisms or evidence of their presence;

• noisy and quiet areas;

• locations they consider valuable or problematic.

The artistic quality of the drawing is not important. The objective is to observe spatial relationships consciously.

Photographic Documentation

Groups can take photographs according to specific criteria:

• a natural feature;

• a cultural or built feature;

• an example of interaction between people and nature;

• evidence of an environmental problem;

• a detail that raises a question;

• a location suitable for a “then and now” comparison.

Before taking photographs, the relevant environmental, data protection and privacy rules must be clarified. Photographs of identifiable individuals should only be taken and used with appropriate permission.

Simple Measurements and Data Collection

Depending on the curricular objective, students can complete simple and safe measurements such as:

• air or water temperature;

• distance;

• duration;

• traffic counts;

• comparison of noise levels;

• temperature of different surfaces;

• frequency of plant or animal observations;

• comparison of sunny and shaded areas.

Measurements should only be carried out when the appropriate equipment and professional guidance are available. The accuracy and limitations of the data should also be discussed during follow-up work.

Discussion and Guiding Questions

The teacher can organise short stops at selected points along the route. Questions can gradually progress from observation towards interpretation and evaluation.

Observation:

• What can you see at this location?

• How is it different from the previous observation point?

• What evidence of human activity can you identify?

Interpretation:

• What might be the reason for this phenomenon?

• What relationship exists between the water, vegetation and human activity?

• What does this building or public space reveal about the settlement?

Evidence:

• Which observation supports your claim?

• What additional data should we collect?

• Is there definitely only one possible explanation?

Evaluation:

• Which feature do you consider the most important?

• What might threaten this area?

• How could the location be used while preserving its value?

Reflection:

• What surprised you?

• Which of your initial ideas changed?

• What new questions have emerged?

Practical Example: Fieldwork at the Axios River Delta

Central Question

How does water shape the natural environment, and how is the area connected to human activity?

Before the Visit

Students locate the area on a map and formulate initial hypotheses:

• What might the landscape be like?

• Which organisms might be present under these environmental conditions?

• What kinds of human activity do we expect to observe?

• Which environmental problems might occur?

• What do we need to observe to answer the central question?

At the Location

The groups:

1. produce a simple sketch of the landscape;

2. record observable characteristics of the water, soil and vegetation;

3. observe animals or signs of their presence from a safe distance;

4. collect visible evidence of human activity;

5. compare two different observation points;

6. take a photograph or make a drawing showing the relationship between people and nature;

7. formulate at least one new question.

Students do not collect plants, animals or natural objects and must not disturb wildlife. Observation should always take place from an appropriate distance and in accordance with local regulations.

Follow-Up Activity

Groups create a mind map showing the relationships between:

water – habitat – wildlife – human activity – environmental responsibility

Students compare their initial hypotheses with their field experiences and prepare a short proposal explaining how the natural features of the area could be protected and presented to visitors.

Practical Example: An Urban and Cultural Walk in Chalastra

Central Question

What do the buildings, public spaces and everyday functions of Chalastra reveal about the town’s past and present?

Observation Criteria

Students can examine:

• the function and condition of buildings;

• older and newer architectural features;

• the use of public spaces;

• the location of green areas;

• the relationship between traffic and pedestrians;

• local services;

• cultural symbols of the settlement;

• memorial plaques and inscriptions;

• evidence of accessibility;

• the relationship between the natural environment and the settlement.

At each stop, groups answer questions such as:

• How is this place used today?

• What might its earlier function have been?

• What evidence supports this conclusion?

• Who uses this public space?

• Which feature would be important to preserve?

• What would we change while considering the interests of local residents?

Old photographs or maps can support a “then and now” comparison. Interviews with local residents or professionals should only be conducted with prior arrangement and consent.

Observation Sheet Template

Observation point  /  What can I see, hear or measure?  /  What evidence do I have?  /  What might explain it?  /  What new question do I have?

Location 1

Location 2

Location 3

The observation sheet helps students distinguish between direct experience, interpretation and unanswered questions.

Field Diary

Students can keep an individual or group field diary. Each entry may contain:

1. the date, location and weather;

2. initial expectations;

3. three accurate observations;

4. one measurement or piece of evidence;

5. a drawing, map or photograph;

6. a question that emerged;

7. a connection to a classroom topic;

8. a brief personal reflection.

Possible reflective sentence starters include:

• I expected that…

• My most interesting observation was…

• I was surprised that…

• From this, I conclude that…

• My claim is supported by…

• I would still like to find out…

• This experience is connected to our classroom learning because…

Classroom Follow-Up

Fieldwork should be followed by the organisation and interpretation of the experiences. Students can:

• compare the observations of different groups;

• organise measurements in a table;

• create charts or maps;

• test hypotheses developed in the field;

• consult additional sources;

• create a digital exhibition or presentation;

• develop an environmental or urban improvement proposal;

• write a short reflective report;

• present their findings to the school community.

It is important to distinguish between direct observations, conclusions drawn from them and information obtained from other sources.

Cross-Curricular Connections

Biology: habitats, organisms, adaptation, ecological relationships and biodiversity.

Geography: rivers, landforms, land use, settlement geography and map reading.

History: local history, cultural heritage, memory and local communities.

Literature and foreign languages: travel diaries, descriptions of places, interviews, vocabulary development and oral reports.

Mathematics: measurements, ratios, distances, statistical analysis and charts.

Physics: temperature, light, sound, movement and simple environmental measurements.

The arts: field sketches, photographic documentation, architectural details and visual diaries.

Digital education: digital maps, geolocation, data processing, presentations and multimedia reports.

Citizenship education: local communities, public spaces, sustainability, shared responsibility and decision-making.

Differentiation and Accessibility

The planning of fieldwork must consider students’ different physical, sensory, linguistic and learning needs.

Possible forms of support include:

• an accessible route checked in advance;

• a shorter or alternative route;

• an illustrated and simplified observation sheet;

• pre-taught concepts and questions;

• the use of audio recordings or photographs instead of writing;

• support through pair or group work;

• tasks at different levels of difficulty;

• flexible forms of student output;

• a virtual or classroom-based alternative for students unable to participate in the field activity.

More advanced students can formulate independent research questions or develop their own measurement plans and improvement proposals.

Assessment

The following elements can be assessed during field-based learning:

• the accuracy of observations;

• the detail of records;

• the appropriate use of evidence;

• the distinction between observation and inference;

• recognition of curricular connections;

• the quality of questions;

• cooperation within the group;

• compliance with fieldwork and environmental rules;

• the quality of follow-up work;

• personal reflection.

The number of photographs or the visual sophistication of the presentation is less important than what students observed, how they interpreted it and which evidence supported their conclusions.

Safety and Ethical Considerations

Before the field activity, it is necessary to:

• inspect the route in advance;

• conduct a risk assessment;

• check the weather forecast;

• determine suitable clothing and equipment;

• clarify traffic and water-safety rules;

• consider medical needs and allergies;

• provide first-aid equipment and emergency contacts;

• inform parents and students appropriately;

• obtain any necessary permissions.

In natural areas, students:

• must not disturb animals;

• must not collect organisms without permission;

• must not leave litter behind;

• must not leave authorised routes;

• must not damage vegetation or habitats;

• must follow the rules of the location.

Members of the local community must be treated respectfully. Interviews, photographs and audio recordings should only be made after those involved have received appropriate information and given their consent.

Possible Challenges

The Excursion Does Not Become a Learning Process

Without a preliminary question, field task and follow-up activity, the programme may remain a simple excursion. The learning objective and expected output should be defined in advance.

Too Many Tasks

An excessively long observation sheet can distract students from their surroundings. It is more effective to select a small number of clear and important criteria.

Digital Devices Distract Students

Phones and tablets should only be used for specific tasks. The programme should also include silent, device-free observation periods.

Weather or Transport Difficulties

The teacher should prepare an alternative route, date or classroom-based activity.

Unequal Participation

Group roles, individual field diaries and differentiated tasks can ensure that every student receives a genuine responsibility.

A Short Version for the Immediate School Environment

The method does not require a full-day excursion. A 20–30-minute mini field study can be organised in the school grounds or immediate neighbourhood.

For example, students can:

1. select three observation points;

2. record one natural and one human factor at each location;

3. complete a simple measurement or traffic count;

4. take a photograph or make a sketch;

5. formulate one improvement proposal;

6. compare their findings in the classroom.

In this way, place-based learning can become a regular part of everyday teaching.

Conclusion

Place-based and experiential learning transforms locations outside the classroom into genuine learning environments. Through direct experience, guided observation, questioning, data collection and follow-up reflection, students can develop a deeper understanding of natural, cultural and social phenomena.

The method strengthens environmental awareness, develops observation, analysis and cooperation, and connects curricular content with real life. It can be applied in a protected natural area, beside a river, during an urban walk, at a cultural site or even in the immediate surroundings of the school.