Inquire at Coimbra Botanic Garden: Products and Process of an IBSE Educative Project

Tavares, Ana Cristina; Silva, S.; Santos, Joaquim; Paiva, Ilana Lemos de; Oliveira, Josiane Silva de; Bettencourt, Teresa

doi:10.1016/j.sbspro.2014.01.945

Cited by 6 publications

(7 citation statements)

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“…Within the INQUIRE project, each partner developed their own CPD course model, including both theoretical and practical aspects, linking the formal with informal education developed in LOtC areas, preferentially in botanic gardens (Regan et al 2014, Tavares et al 2014, Tavares, Silva, and Bettencourt 2015. The balance between theory and practises in synergy with LOtC experiences as it has been offered in this CPD course reinforced teachers' ability to evaluate and adapt their inquiry-based materials and lesson plans (Egg et al 2014, Gano and Kinzler 2011, Martins-Loução et al 2012.…”

Section: Discussionmentioning

confidence: 99%

“…The initiatives developed all over Europe actively pursue the renewal of science education and the implementation of inquiry-based methods (Rocard et al 2007). Inquiry-based science education (IBSE) has proven to be effective with all kinds of students and to promote students' participation in science activities (Boaventura and Faria 2015, Tavares et al 2014, Tavares, Silva, and Bettencourt 2015.…”

Section: Introductionmentioning

confidence: 99%

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Inquiry-based science learning in the context of a continuing professional development programme for biology teachers

Martins-Loução

Gaio-Oliveira

Barata

et al. 2019

Journal of Biological Education

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The purpose of this study was to examine if teachers who participated in a continuous professional development (CPD) programme were able to develop an understanding of inquiry-based science education (IBSE). The CPD programme was designed to present inquiry-based science education (IBSE) in both formal and informal, Learning Outside the Classroom (LOtC) contexts, to discuss its role as a tool to improve pedagogic practises in science teaching and to explore the application of the method in teaching biodiversity and climate change. A qualitative design using pre-and post-programme questionnaires was used to investigate teachers' understanding and classroom implementation of inquiry. Evolution of teachers' practises were also evaluated during the different steps of CPD course and served as a checking and a remind of what is really an authentic scientific inquiry. The results of two year independent courses suggest that the CPD programme appeared beneficial in resolving teaching misconceptions about IBSE. Teachers were able to experience, evaluate and reflect on their own practises. At the end, they developed new approaches to apply scientific inquiry while teaching biodiversity and climate change in the context of their own classrooms.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Inquiry-based science learning in the context of a continuing professional development programme for biology teachers

Martins-Loução

Gaio-Oliveira

Barata

et al. 2019

Journal of Biological Education

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“…Ainda em 2015, a equipe do Núcleo começou a analisar a possibilidade de oferecer um curso de formação para educadoresa exemplo de experiências de treinamento para professores em outros jardins botânicos (WILLISON, 2003;DUNKLEY, 2016;TAVARES et al, 2014) -, com o intuito de minimizar o impacto negativo da falta de guias para as visitas. Tal estratégia já havia sido adotada no Jardim Botânico do Rio de Janeiro (VIEIRA et al, 2005).…”

Section: O Curso De Formação De Educadoresunclassified

“…Além disso, oferece aos visitantes um espaço propício à redução do estresse e à diminuição dos impactos da poluição sonora e atmosférica no ambiente urbano. Tais aspectos tornam sua atuação semelhante à de outras instituições do país (CERATI;LAZARINI, 2009;DE QUEIROZ, 2011;KONDRAT;MACIEL, 2013;DA LUZ et al, 2012;OLIVEIRA;MELO, 2009;RAUBER;NETO, 2011;SENICIATO;CAVASSAN, 2004;VIEIRA et al, 2005) e do exterior (BIRKINSHAW et al, 2013;DUNKLEY, 2016;HE;CHEN, 2012;MORGAN et al, 2009;RAZAK et al, 2016;ANGARITA, 2016;SELLMANN;BOGNER, 2013;TAVARES, 2014;WASSENBERG et al, 2015;WIEGAND et al, 2013;WILLIAMS et al, 2015).…”

Section: Introductionunclassified

A Educação Ambiental do Jardim Botânico de Porto Alegre em um contexto de incertezas

Soares

Rosa

2020

PEA

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Este estudo objetiva registrar ações do Jardim Botânico de Porto Alegre (JBPA) como espaço de Educação Ambiental (EA), considerando a ameaça de extinção da Fundação Zoobotânica do Rio Grande do Sul, instituição que o mantém. É um estudo de caso qualitativo com análise documental, observação do Curso de Formação de Educadores oferecido pelo Núcleo de EA, análise de questionário respondido pelos participantes e entrevista com o ministrante. Os resultados indicam que o JBPA contribui para a redução da cegueira botânica e o aprendizado contextualizado cultural e historicamente da conservação da biodiversidade. O Curso tratou sobre catalogação e manutenção do acervo de jardins botânicos e seus objetivos; as diversas coleções botânicas vivas do JBPA; relações ecológicas e histórias didaticamente relevantes de plantas. A EA do JBPA, sustentáculo de sua atuação, contribui para reverter danos ambientais decorrentes da ação humana em um sistema socioeconômico de produção e consumo predatórios.

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“…Tavares, A. et al (2014) Proyecto piloto desarrollado en el Jardín Botánico de la Universidad de Coimbra, cuya metodología trabajada fue "la pregunta base de la educación en ciencias en el marco de tres temas: Diversidad biológica, cambio climático y sostenibilidad".…”

Section: Heimlic J (2010)unclassified

La Educación Ambiental en Los Espacios No Convencionales De Educación Que Gerencian Las Entidades Que Conforman El Sector Ambiental De Bogotá: Avance De Un Estado Del Arte

Angarita

2017

Bio

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ResumenEsta comunicación hace parte de la primera fase de un proyecto de investigación del Doctorado Interinstitucional en Educación de la Universidad Distrital Francisco José de Caldas, que referencia el avance del estado del arte planteado con el fin de establecer antecedentes y elementos de justificación de los problemas educativos identificados. Este proyecto indaga sobre la forma como se asume y se implementa la educación ambiental (EA) en los espacios no convencionales de educación gerenciados por las entidades que conforman el sector ambiental de Bogotá (Jardín Botánico y Secretaría Distrital de Ambiente), y en el estado del arte se aborda la pregunta: ¿Qué se sabe sobre el objeto de estudio?, y se presenta un avance a partir de la ruta establecida en la línea de investigación "Inclusión de la dimensión ambiental en la Educación en Ciencias del Doctorado". El proyecto en mención no solo se concibe desde un eje de investigación reciente y poco explorado, sino que permite concebir la reflexión desde un contexto más local y específico, como lo son las entidades que conforman dicho sector, responsables de liderar la formulación de políticas, la gestión y la EA en el Distrito Capital; de igual manera, intentará establecer relaciones entre las formas de asumir e implementar la EA en el ámbito de lo formal y lo informal y la posible emergencia de una didáctica ambiental para dichos espacios. Palabras clave: educación ambiental, educación en ciencias, jardines botánicos AbstractThis communication is part of the first phase of an investigation project of the doctorate in education at the University Francisco José de Caldas, about the state-of-the-art advance in the search of stablishing a background and justification elements about the identified problems. This project inquires about how environmental education is assumed and implemented in non-conventional

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Inquire at Coimbra Botanic Garden: Products and Process of an IBSE Educative Project

Cited by 6 publications

References 1 publication

Inquiry-based science learning in the context of a continuing professional development programme for biology teachers

Inquiry-based science learning in the context of a continuing professional development programme for biology teachers

A Educação Ambiental do Jardim Botânico de Porto Alegre em um contexto de incertezas

La Educación Ambiental en Los Espacios No Convencionales De Educación Que Gerencian Las Entidades Que Conforman El Sector Ambiental De Bogotá: Avance De Un Estado Del Arte

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