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oapen-20.500.12657-329222022-01-17T10:14:17Z Garden Learning: A Study on European Botanic Gardens' Collaborative Learning Processes Kapelari, Suzanne expansive learning inquiry based science education international project management biology education research botanic garden education learning outside the classroom Consortium Pedagogy Professional development Reflective practice Scientific literacy bic Book Industry Communication::4 Educational purpose qualifiers::4W Designed for differentiated learning bic Book Industry Communication::G Reference, information & interdisciplinary subjects::GT Interdisciplinary studies::GTN Institutions & learned societies: general bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education bic Book Industry Communication::K Economics, finance, business & management::KJ Business & management::KJU Organizational theory & behaviour "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." 2016-12-31 23:55:55 2019-10-08 17:28:52 2020-04-01T14:22:44Z 2020-04-01T14:22:44Z 2015 book 588798 OCN: 942662170 9781909188648; 9781909188655; 9781909188662 http://library.oapen.org/handle/20.500.12657/32922 eng application/pdf Attribution 4.0 International 588798.pdf http://dx.doi.org/10.5334/bas Ubiquity Press 10.5334/bas 10.5334/bas d5069e3b-8e22-4e18-9d2d-558a5f96d506 FP7 Science in Society 9781909188648; 9781909188655; 9781909188662 194 266616 open access
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"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."
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