Show simple item record

dc.contributor.authorKapelari, Suzanne
dc.date.accessioned2016-12-31 23:55:55
dc.date.accessioned2019-10-08 17:28:52
dc.date.accessioned2020-04-01T14:22:44Z
dc.date.available2020-04-01T14:22:44Z
dc.date.issued2015
dc.identifier588798
dc.identifierOCN: 942662170en_US
dc.identifier.urihttp://library.oapen.org/handle/20.500.12657/32922
dc.description.abstract"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."
dc.languageEnglish
dc.subject.classificationthema EDItEUR::4 Educational purpose qualifiers::4T For specific educational purposes::4TW For specific learning difficultiesen_US
dc.subject.classificationthema EDItEUR::G Reference, Information and Interdisciplinary subjects::GT Interdisciplinary studies::GTV Institutions and learned societies: generalen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNK Educational administration and organizationen_US
dc.subject.classificationthema EDItEUR::K Economics, Finance, Business and Management::KJ Business and Management::KJU Organizational theory and behaviouren_US
dc.subject.otherexpansive learning
dc.subject.otherinquiry based science education
dc.subject.otherinternational project management
dc.subject.otherbiology education research
dc.subject.otherbotanic garden education
dc.subject.otherlearning outside the classroom
dc.subject.otherConsortium
dc.subject.otherPedagogy
dc.subject.otherProfessional development
dc.subject.otherReflective practice
dc.subject.otherScientific literacy
dc.titleGarden Learning: A Study on European Botanic Gardens' Collaborative Learning Processes
dc.typebook
oapen.identifier.doi10.5334/bas
oapen.relation.isPublishedByd5069e3b-8e22-4e18-9d2d-558a5f96d506
oapen.relation.isFundedByFP7 Science in Society
oapen.relation.isbn9781909188648; 9781909188655; 9781909188662
oapen.pages194
oapen.grant.number266616
oapen.remark.publicRelevant Wikipedia pages: Consortium - https://en.wikipedia.org/wiki/Consortium; Inquiry-based learning - https://en.wikipedia.org/wiki/Inquiry-based_learning; Pedagogy - https://en.wikipedia.org/wiki/Pedagogy; Professional development - https://en.wikipedia.org/wiki/Professional_development; Reflective practice - https://en.wikipedia.org/wiki/Reflective_practice; Science - https://en.wikipedia.org/wiki/Science; Science education - https://en.wikipedia.org/wiki/Science_education; Scientific literacy - https://en.wikipedia.org/wiki/Scientific_literacy
oapen.identifier.ocn942662170


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record