This book shows how a wide range of contexts for learning science can be used outside of the classroom, and includes learning:
at museums, science centres and planetaria
from newspapers, magazines ...and through ICT
at industrial sites and through science trails
at zoos, farms, botanic gardens, residential centres and freshwater habitats
in school grounds.
With contributions from well known and respected practitioners in all fields of science education and through using case studies, Learning Science Outside the Classroom offers practical guidance for teachers, assistant teaching staff and student teachers involved in primary and secondary education. It will help enable them to widen the scientific experience and understanding of pupils.
The advice in this book has been checked for safety by CLEAPSS.
Young children in school go through 16 to 20 transitions every day. What can make 10 children settle down, clean up, and move from room to room without protest? Even if you are uncomfortable singing ...in public, the simple songs in this book will help you glide smoothly through tough transitions such as greetings and good-byes, calling attention, cleaning up, moving, waiting, and slowing down. Children will feel more powerful and in control, reducing stress levels during the more difficult times in your day. Using a CD, you can learn songs anyone can sing. Following Acknowledgments and Introduction, the book contains seven chapters: (1) Greetings and Good-byes; (2) Gatherings and Dismissals; (3) Calling Attention; (4) Cleaning Up; (5) Moving; (6) Waiting and (7) Slowing Down. Appended are: (A) Frequently Asked Questions; (B) Song Cards and (C) Sample Transition Planning Guide. The book concludes with an Index of Songs.
In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored.It is ...determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training.The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
Nature camp at the Arboretum
Exploring the arboretum : magazine for the members of the Los Angeles County Arboretum and Botanic Garden,
2012
Journal Article
For students in social studies methods courses, demonstration activities serve a twofold purpose: They help university students to become social studies teachers and they encourage elementary school ...children to learn social studies. In this article, the authors report on three social studies demonstration activities: (1) International Cultural Center Day; (2) Laura Ingalls Wilder Theme Day; and (3) India Peace and Understanding Day. They describe the sites, participants, and general procedures and give a rationale to support the use of demonstration activities. They also consider the implications of the lessons for teacher educators and students. They conclude that through demonstration activities, inservice teachers learn new content, techniques, and procedures as they watch the preservice teachers in action. When members of the community as well as school children and teachers are invited to the demonstrations, participants of all ages can learn from the social studies methods students.
The majority of research in environmental education (EE) has focused on
measuring knowledge, attitudes, and behavior using quantitative tools and methods. Few
studies have attempted to elicit and ...characterize children's conceptions of the
environment or nature, particularly those resulting from a residential EE experience,
which contextualize knowledge, attitudes, and may be used to predict behaviors.
Therefore little is known about how physical, socio-cultural, and personal dimensions are
reflected in conceptual learning in the context of a guided outdoor program. This study
begins to address this relative knowledge void by employing qualitative and
phenomenological methods in a grounded theory approach. Interviews, writings and
drawings on the topic of nature were collected from 5th grade students before and after a
three-day residential outdoor school program conducted on the Oregon coast. Students'
responses were analyzed in terms of breadth and depth of their nature conceptions.
Individual students' additions to the emergent categories of breadth, including new
organisms, habitats, processes, and non-living things, were used to measure change in the
breadth of students' nature concepts. Change in depth of students' nature concepts was
measured by means of emergent hierarchical typologies representing ideas included in
students' understanding of nature. Factors affecting students' learning, including the
themes students use to frame their interpretations of nature, emergent misconceptions,
references to TV and books, students' interest, and weather, are discussed in terms of
their impact on the breadth and depth of students' nature conceptions. Findings indicate
almost universal gains in breadth and modest gains in depth of students' nature concepts.
Children's preconceived ideas about nature, particularly an idealized view in which
nature is seen as the opposite of human environments, appear to play an important role in
learning.
Graduation date: 2006
