Place-Based Science Teaching ignites a powerful vision for science education—rooted in local context, real-world relevance, and student curiosity. Written by National Board Certified Teachers, it’s packed with classroom-ready ideas and inspiring stories that show how reimagining the learning journey can spark deeper learning and lasting impact. A must-read for educators ready to transform science teaching!

Peggy Brookins, National Board for Professional Teaching Standards

In our increasingly indoor-, media-, and technology-focused world, reconnecting young people to the environment has never been more important. This book is both a catalyst and a passionate practicum to do just that: grounding science education in the natural and cultural landscapes of home.

Thor Hanson

Place-Based Science Teaching offers a transformative approach to education. By deeply connecting students to their curriculum, community, and planet, this insightful guide showcases the authors’ critical analysis and tremendous creativity. The book’s practical and inspiring strategies empower educators to nurture student agency and a much-needed sense of care for our world, giving me great hope for the future of science teaching.

David Upegui, Central Falls High School

Everything I know about place-based learning, I learned from Whitney Aragaki. She opened my eyes to a world in which honoring place, histories, and personal context is centered and celebrated with humility and humanity. For educators feeling the isolation that technology can sometimes create, this reading will inspire new possibilities— reimagining online spaces with a place-based approach that celebrates community and honors life experiences.

Starian Porchia

This powerful resource provides a multitude of entry points and classroom-tested strategies for place-based science teaching. Not only a resource guide, this book also challenges the traditional notions that science teaching and learning are neutral. A must-read for social justice–oriented science teachers!

Kimi Waite, California State University

As a teacher who strives to connect my students with their world, this book is extremely useful. It provides ways for my students to learn science through authentic interactions with nature and people in our community.

Amanda Clapp, The Catamount School

This book provides clear and convincing evidence of how place-based learning helps students develop a deep knowledge of local environments and their relationships with them, strengthen their ties to the community, and foster the agency to solve real-world problems. Each chapter provides powerful frameworks, lesson-ready tools, and richly detailed cases of science teachers around the country who are engaging their young learners in diverse and holistic forms of placed-based inquiry.

Mark Windschitl, University of Washington

A well thought out book that brings place to its rightful spot in learning by looking at what and who was there, with an eye to honor those before while maintaining it for the present and beyond.

Melissa Hockaday, Wake County Public School System

Place-based science immerses any science class in real-world applications for students. No longer will students ask, ‘When am I ever going to use this,’ since they will be using their (k)newfound knowledge wherever and whenever they are.

Deanna McClung, Elkhorn Area HS

Aragaki and Milks invite educators to redraw their maps—not just around textbooks and test scores, but around the texture of home as well. This book will inspire teachers, transform pedagogy, and have a profound impact on students’ lives.

Bryan A. Brown, Stanford University

As an educator of color, I have long searched for authentic resources that center culture, community, and justice in ways that go beyond performative land acknowledgments or one-off lessons. Place-Based Science Teaching: Connecting Students to Curriculum, Community, and Caring for Our Planet is a call to action and a guide for educators to lead with culture, justice, and humanity at the heart of science. It invites us to reclaim science as something that lives in our communities, in our stories, and in our relationships to place.

Leena Bakshi McLean, STEM4Real

An essential, resource-abundant guide for more meaningful, relational, and authentic place-based science education. Nurture your science instruction through grounding, spirit, accountability, intentionality, and importantly: criticality.

Jerad Koepp, North Thurston Public Schools

Aragaki and Milks offer a powerful case for place-based learning as an essential tool for navigating today’s polycrisis. By honoring identities, histories, and lived experiences, they invite educators and students into inquiry around a more expansive view of knowledge. This book is both a toolkit and an inspiration, encouraging reflection on our relationship with place and affirming our stories as critical testimonies. It is capable of sparking and sustaining action for a more joyful and just future.

Jothsna Harris, Change Narrative

The power of this book is felt from its very first sentence, posed as a question to unlock the power within us: What if the way forward is just under our feet? This question encourages educators to think holistically about how we can expand our connection and humanity through place-based science practices. This book is the way forward, recommitting us to lifelong learning through curiosity, wonder, and awe of the natural world!

Juliana Urtubey

The work I do every day is founded in place-based teaching and learning, and few people have taught me more about how to do that well than Whitney Aragaki. Her vision for education rooted in place is both revolutionary and anchored in ancient wisdom. Aragaki and Milks have written the essential guide to the future of place-based education, which is truly the heartbeat of any valuable education at all.

Ashley Lamb-Sinclair, 2892 Miles To Go

Aragaki and Milks root science education in the richness of local context and community wisdom. Their approach not only deepens student engagement and builds critical problem-solving skills but also rekindles the joy and purpose that initially drew many of us to teaching. Grounded in decades of classroom experience and research, they provide educators with the tools to cultivate students who can meaningfully connect science learning to the world they will inherit and shape.

Kristin Cook, Bellarmine University