Garden Learning
Free
Description
Contents
Reviews
Language
English
ISBN
9781909188631
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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