| Abstract: | The concept and characteristics of place within geography education are surveyed in the context of learning progressions. Beginning with place's history and relevance in geographic thought, this review moves on to discuss connections between space and place. From a geographic education perspective, place-based instruction and place characteristics are threaded with ideas of landscape and human encounter with or perception of place. Grade level standards can be problematic when dealing with a complex subject, such as place. Borrowing from educators in the sciences, this review reflects on the challenge of building one or more learning progressions for K–12 education on place. |
