Garden Learning

Garden Learning

By Suzanne Kapelari
Book Description

From 2007-2013 the European 7th Framework Program Science in Society (FP7) funded a multitude of formal and informal educational institutions to join forces and engage in alternative ways to teach science—inside and outside the classroom—all over Europe. This book reports on one of these projects named INQUIRE which was developed and implemented to support 14 Botanic Gardens and Natural History Museums in 11 European countries, to establish a collaborative learning network and expand their understanding of inquiry based science teaching (IBST).

Suzanne Kapelari provides insight into the complex theoretical background and practical considerations that informed the project design and which guided the consortium through a three-year process of collaborative knowledge creation. ‘Expansive Learning Theory’ is fundamental to this approach and places emphasis on communities as learners, on transformation and creation of culture, on horizontal movement and hybridization of knowledge, and on the formation of theoretical concepts.

This book is to be considered for planning and running international science education projects as well as a multifaceted theoretical underpinning of teaching. It serves as a conceptual and practical resource for formal and informal science educators and project managers.

This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 266616.

Table of Contents
  • Cover
  • Title Page
  • Copyright
  • Contents
  • Abstract
  • Acknowledgement
  • 1. Introduction
    • 1.1 Towards good practice in science teaching
    • 1.2 Collaborative learning at botanic gardens
    • 1.3 Finding a common ground
    • 1.4 Overview of my work
    • 1.5 Implications
  • 2. Part A - Theoretical Framework
    • 2.1 What is Science?
      • 2.1.1 Nature of Knowledge?
      • 2.1.2 The Body of Scientific Knowledge
      • 2.1.3 The Science Processes and Methods
    • 2.2 Selected Theories of Learning
      • 2.2.1 Constructivist Learning
      • 2.2.2 The Socio-Cultural Perspective of Learning
      • 2.2.3 Situated Learning
      • 2.2.4 Organisational Learning
      • 2.2.5 Expansive Learning
    • 2.3 Science Education in the 21st Century
      • 2.3.1 The Concept of Scientific Literacy
      • 2.3.2 Improving Science Education
      • 2.3.3 Inquiry Based Science Education (IBSE)
    • 2.4 Alternative Places for Learning Science
      • 2.4.1 Learning Outside the Classroom (LOtC)
      • 2.4.2 Learning at Botanic Gardens
    • 2.5 Professional Science Teaching
      • 2.5.1 Teaching Paradigms
      • 2.5.2 Science Teaching as a Profession
      • 2.5.3 Continuous Professional Development (CPD)
    • 2.6 Design Based Research Informs Practice
  • 3. Part B - Putting Theory into Practice
    • 3.1 The INQUIRE Project:
      • 3.1.1 The INQUIRE Idea
      • 3.1.2 The INQUIRE Framework
      • 3.1.3 The INQUIRE Network
      • 3.1.4 The INQUIRE Design
      • 3.1.5 IBST in INQUIRE
      • 3.1.5 The INQUIRE Proposal
      • 3.1.6 INQUIRE Outcomes
    • 3.2 The INQUIRE Case Study
      • 3.2.1 Rational
      • 3.2.2 Methodology
      • 3.2.3 Case Study Findings
  • 4. Discussion and Conclusion
    • 4.1 Discussion
    • 4.2 Conclusion
    • 4.3 Future perspectives
  • 5. References
  • 6. Lists of Figures and Tables
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