Analizando las percepciones de los estudiantes de tercer grado sobre los entornos locales al implementar el aprendizaje basado en el lugar en clases de inglés

Abstract

This study analyzed students' perceptions of their local environment when implementing PBL (place-based learning) in English classes. The research problem stems from a gap observed between students' lived experiences and their understanding of the neighborhood. Students identified commercial spaces but struggled to recognize culturally significant locations or environmental features. Through classroom observations, interviews, and student artifacts, the study explores how PBL fosters student’s agency and ownership, critical eye about community issues, and personal reflection. The study investigated third graders' perceptions of their local environment through the lens of critical pedagogies integrated into English language classes. The analysis revealed rich data categorized into three key themes: Student Agency and Ownership, From Appreciation to Action, and A Journey of Self-Discovery through Reflection. These categories offer a comprehensive understanding of how the project impacted students' perceptions of their community. By integrating local contexts and fostering connections to place, students become active and responsible participants in their communities.