The importance of developing a sense of place as the foundation of environmental education has long been recognized by leading environmentalists. This study examines one fourth-grade teacher's practice of place-centered environmental education within a suburban public school setting, looking specifically at how children develop their own place-centered knowledge and how this knowledge contributed to their overall environmental literacy. Issues raised in the course of this study are examined within the context of major trends in environmental thinking as well as in light of constraints within the institutional structure itself.
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