Strategies for Embedding Inquiry-Based Teaching and Learning in Botanic Gardens: Evidence from the Inquire Project

Regan, Elaine; Vergou, Asimina; Kapelari, Suzanne; Willison, Julia; Dillon, Justin; Bromley, Gail; Bonomi, Costantino

doi:10.1108/s2055-364120140000001010

Cited by 3 publications

(1 citation statement)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In general, as the researchers note, the Russian botanical illustration followed the verified path of foreign teachers and scientists, popularized and supplemented their approaches in teaching various areas of botany. In the twentieth century, teaching botany successfully combined the development of the peculiarities of the development of the plant world at the level of theory and, if possible, its practical study in natural conditions, including the examples of herbariums [8,9,10].…”

Section: Introductionmentioning

confidence: 99%

Deconstructive approach in the presentation of botanical knowledge in educational materials for students

Fedotova

Latun

2021

E3S Web Conf.

View full text Add to dashboard Cite

The article discusses the latest trends in the field of presentation of natural science information for students, which have developed in the postmodern era. It is shown that botanical illustrations presented in postmodern alphabets do not reflect the morphological features of plants. When depicting plants, the author uses the technique of deconstructing images presented in ancient botanical atlases. Fragments of botanical illustrations are placed against the background of everyday scenes of the 19th century, including those of a fantasy nature. The structural components of the botanical educational book, its content and ironic author's comments are considered. The description of plants is pseudo-academic: the texts are surreal, they combine fiction and truth, fantasy and the specifics of the action. It is concluded that the irony of the comments does not contribute to the formation of the foundations of the natural science worldview.

show abstract

Section: Introductionmentioning

confidence: 99%

Deconstructive approach in the presentation of botanical knowledge in educational materials for students

Fedotova

Latun

2021

E3S Web Conf.

View full text Add to dashboard Cite

show abstract

Botanic Gardens as Communicators of Plant Diversity and Conservation

2017

View full text Add to dashboard Cite

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

View full text Add to dashboard Cite

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.

show abstract

Strategies for Embedding Inquiry-Based Teaching and Learning in Botanic Gardens: Evidence from the Inquire Project

Cited by 3 publications

References 18 publications

Deconstructive approach in the presentation of botanical knowledge in educational materials for students

Deconstructive approach in the presentation of botanical knowledge in educational materials for students

Botanic Gardens as Communicators of Plant Diversity and Conservation

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

Contact Info

Product

Resources

About