Luecha Ladachart, Manus Poothawee, and Ladapa Ladachart take a unique approach in their study entitled, “Toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand,” whereby they frame acquiring disciplinary knowledge within a place-based learning progression in response to regional issues related to air pollution. From this study, the authors created a proposed learning progression that was designed to facilitate an understanding of the cause and effect of haze pollution as it relates to anthropogenic issues, geographical location, and seasonal patterns distinctly for the northern region of Thailand. The purpose of this response article is to discuss the design of Ladachart, Poothawee, and Ladachart’s (2020) place-based learning progressions and to facilitate a discussion on enhancing place-based learning progressions through the development of identity, self-efficacy, and epistemic agency. Lastly, we will reflect on our research in the Mississippi Delta (USA) to engage a discussion on how anchoring learning progressions across epistemological dimensions enables students to advance cognitively and developmentally while experiencing the personal and social transformation that positions them as epistemic agents within their local communities.

Luecha Ladachart、Manus Poothawee 和 Ladapa Ladachart 在他们的研究中采用了一种独特的方法，题为“泰国北部雾霾污染的假想地方学习进展”，他们在地方学习中构建了获取学科知识的框架在应对与空气污染有关的区域问题方面取得进展。从这项研究中，作者提出了一个拟议的学习进展，旨在促进对雾霾污染的原因和影响的理解，因为它与泰国北部地区的人为问题、地理位置和季节性模式明显相关。这篇回应文章的目的是讨论 Ladachart、Poothawee、和 Ladachart (2020) 的基于地点的学习进展，并促进关于通过发展身份、自我效能和认知机构来促进基于地点的学习进展的讨论。最后，我们将反思我们在密西西比三角洲（美国）的研究，讨论如何在认识论维度上锚定学习进展，使学生在认知和发展方面取得进步，同时经历将他们定位为当地认知代理的个人和社会转型社区。