Presentation Session II

This qualitative action research study explored how place-based learning experiences support the development of ninth-grade students’ sense of belonging in science education. The study was conducted in a public high school in Hawaiʻi with 12 students enrolled in an Integrated Science course. Over a two-week instructional unit on Newton’s Laws of Motion, students participated in place-based learning activities grounded in their school environment. Findings revealed that familiar, place-based contexts made science more relatable and supported students’ sense of belonging. Students also developed a sense of belonging through collaborative engagement in scientific practices with their peers. Additionally, connecting science to students’ everyday experiences increased the perceived relevance of science learning. While survey data showed modest numerical increases, qualitative findings suggested meaningful shifts in students’ perceptions of belonging. These findings suggest that place-based learning can foster belonging in science classrooms by making learning more accessible, social, and relevant.