Place-based Science for Educators: Module 3

MODULE 3

Part 2: Photography

Today many of our middle and high school students carry around powerful cameras in their pockets. While these smartphone cameras can be used for selfies and TikTok videos, they also can be a tool for nature connection and scientific investigation.

In this part of the module we explore how we might use photography with our students to build authentic connections to place. Check out the videos and reading below.

Step 1: Watch Photography Introduction

Step 2: Watch Photography Basics

Step 3: Choose Your Own Adventure Reading

Please choose ONE of the readings below:

OPTION 1: Cultivating Curiosity by Integrating Art and Science Through Photography

This research paper describes the effects of students using photography in their science classrooms. While the focus is on experiments indoors, some of the literature review and findings are relevant to doing science outside. As you read, you might consider:

Throughout the paper, the authors describe curiosity as an important goal of science education. Think about one science lesson you currently teach. How could photography encourage students to ask more questions, make closer observations, or investigate phenomena more deeply?
This study involved high school students in laboratory investigations. How might you adapt the use of photography for your own grade level? Could this work outdoors?

OPTION 2: Excerpt from Slow Looking by Shari Tishman

In this chapter, Shari Tishman explores how intentional observation—or “slow looking”—can help learners notice more, think more deeply, and develop curiosity about the world around them. She introduces practical strategies that can be applied in classrooms, museums, and outdoor settings to strengthen both scientific and artistic observation. As you read, you might consider:

Think about how often students are asked to identify, name, or explain something immediately after seeing it. How might delaying identification or explanation change what students notice? What benefits or challenges do you anticipate?
Tishman describes several strategies for looking, including using categories, open inventories, changing scale and scope, and juxtaposition. Which strategy seems most useful for your grade level or subject area? Describe a classroom or outdoor activity in which you could apply it.