The purpose of this research paper is to investigate the proposition that natural history and illustrated learning journals are tools for place-based education. Specifically, researching the literature on illustrated learning journals, natural history and place-based education has shown that natural history's methodologies of direct observation and hands-on documentation coupled with the documentation method of journals supports place-based education. As a case study, I use my own experience with illustrated field journals to highlight the reflective process of creating natural history based illustrated learning journals. This research adds to the relatively new but growing notion of sense of place and research regarding its efficacy and how it comes about. Finally, included are recommendations for future journaling practice.
