Overview

The authors provide practical, research-informed, guidelines and detailed lesson plans that improve learning of chemical, physical, biological, and Earth & space sciences. The context for learning is the myriad of exciting opportunities provided by informal science institutions such as zoos, museums, space centers and the outdoors. Many such institutions seek to educate the public and inspire budding scientists. Visits outside school help students relate science to everyday life, providing strong motivation to learn science for all abilities. This book shows the key to making such visits effective, is when they are linked to classroom learning using a learning management system, drawing upon modern students’ fascination with digital technologies and mobile devices.

Full Product Details

Author:   Sandhya Devi Coll ,  Richard K. Coll
Publisher:   Brill
Imprint:   Brill
Weight:   0.216kg
ISBN:  

9789004411753

ISBN 10:   9004411755
Pages:   112
Publication Date:   26 September 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Foreword  David F. Treagust About the Cover List of Figures and Tables Part 1: What Research Has to Tell Teachers about Learning Experiences outside School (LEOS) Chapter 1: Enhancing Science Learning  Chapter Overview  Introduction  Educational Context  Research in LEOS  Structure and Organization of the Book  Assumptions and Terms Used in LEOS Writing and Literature Chapter 2: Formal, Informal, Non-Formal Learning & Free-Choice Learning  Chapter Overview  Introduction  Theories of Learning  Behaviorist Theories of Learning  Constructivism  Social Constructivism  Sociocultural Theories of Learning  Types of Learning  Formal Learning  Non-Formal Learning  Informal Learning Chapter 3: Learning Experiences outside School  Chapter Overview  Introduction  Ways by Which LEOS May Be Facilitated  Learning Environments and LEOS  LEOS: Implications for School Science Chapter 4: The Learner-Integrated Field Trip Inventory (LIFTI)  Chapter Overview  Introduction  Learner-Integrated Field Trip Inventory (LIFTI) Chapter 5: Integrating Formal, Informal and Non-Formal Learning Using the Digitally-Integrated Fieldtrip Inventory (DIFI)  Chapter Overview  Introduction  Blended Learning  The Digitally-Integrated Fieldtrip Inventory (DIFI) Part 2: The Practice of Learning Experiences outside School Chapter 6: Learning Biological Sciences via Learning Experiences outside School  Introduction  Biological Sciences  Reflections and Conclusions Chapter 7: Learning Chemical Sciences via Learning Experiences outside School  Introduction  Chemical Sciences  Reflections and Conclusions Chapter 8: Learning Earth & Space Sciences via Learning Experiences outside School  Introduction  Earth & Space Sciences  Reflections and Conclusions Chapter 9: Learning Physical Sciences via Learning Experiences outside School  Introduction  Physical Sciences  Reflections and Conclusions Appendix: The New Zealand Curriculum and Science Curriculum Index

Reviews

The need to enhance the quality of the learning of science that takes place in formal educational contexts (schools) is now recognised world-wide. The value of other contexts as such- for example, museums, zoos, botanical gardens, and computer-based access to these- are gradually being identified and their contribution to the learning in formal contexts established. At the same time, the descriptors of the learning that may take place- free-choice, non-formal, informal - are being refined. This plethora of opportunities places great demands on science teachers, who have to address definite learning objectives in particular subjects -normally physics, chemistry, biology, earth science- and with specific groups of students. This volume gives practical advice, based on research, to teachers on how this may best be done. By using that advice, teachers will most effectively prepare students for the multi-model world in which the social media play an increasing part. - John K. Gilbert, Professor Emeritus, The University of Reading

""The need to enhance the quality of the learning of science that takes place in formal educational contexts (schools) is now recognised world-wide. The value of other contexts as such- for example, museums, zoos, botanical gardens, and computer-based access to these- are gradually being identified and their contribution to the learning in formal contexts established. At the same time, the descriptors of the learning that may take place- free-choice, non-formal, informal – are being refined. This plethora of opportunities places great demands on science teachers, who have to address definite learning objectives in particular subjects –normally physics, chemistry, biology, earth science- and with specific groups of students. This volume gives practical advice, based on research, to teachers on how this may best be done. By using that advice, teachers will most effectively prepare students for the multi-model world in which the social media play an increasing part."" - John K. Gilbert, Professor Emeritus, The University of Reading

Author Information

Sandhya Devi Coll, Ph.D., works for the World Health Organization as a Technical Officer, promoting national health education. She is a passionate and highly experienced secondary school science teacher. Her research focusses on innovative use of digital technologies to enhance learning outside schools. Richard K. Coll, Ph.D., Sc.Ed.D., is Deputy Vice-Chancellor - Education at The University of the South Pacific. He has authored more than 250 scholarly articles. His research focusses on cooperative and science education.

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