Background: Both national park (NP) interpretation and place-based education (PBE) approach learning by applying the unique attributes of a place to facilitate meaning-making experiences within learners. Despite the similarities between these two place-centered pedagogies, there is a limited amount of collaboration between NP interpretative services and school systems engaged with PBE. Purpose: Within this integrative review, my purpose is to fully consider both NP interpretation and PBE to present a comprehensive understanding of the two types of pedagogies. Methodology/Approach: Following an integrative review methodology, I use three different databases to access relevant empirical and theoretical articles. I evaluate and analyze each article separately, then methodically integrate the two place-centered pedagogies. Findings/Conclusions: There are some key similarities between ideologies and epistemologies, goals, approaches to learning, and content matter of NP interpretation and PBE. There are also considerable differences relating to perceptions of learning, the incorporation of the local setting, and the role of the community. Implications: A collaboration between the National Park Service (NPS) and place-based educators has the potential to open up a wealth of possibilities when it comes to learning about and caring for the rich ecology, history, and culture of a given place.

背景：国家公园（NP）口译和基于地点的教育（PBE）都通过应用地点的独特属性来促进学习，从而促进学习者内部的意思体验。尽管这两种以地点为中心的教学法很相似，但是NP口译服务与参与PBE的学校系统之间的合作非常有限。目的：在这次综合审查中，我的目的是充分考虑NP解释和PBE，以全面了解两种教学法。方法/方法：按照综合审查方法，我使用三个不同的数据库来访问相关的经验和理论文章。我分别评估和分析每篇文章，然后有条不紊地整合两种以地点为中心的教学法。结论/结论：意识形态和认识论，目标，学习方法以及NP解释和PBE的内容问题之间存在一些关键的相似之处。在学习观念，当地环境的融入以及社区的作用方面也存在很大差异。含义： 国家公园管理局（NPS）与基于地点的教育者之间的合作，有可能在了解和照顾给定地点的丰富生态，历史和文化方面打开大量的可能性。