TY  - BOOK
AU  - Kapelari,Suzanne
TI  - Garden learning: a study on European botanic gardens' collaborative learning processes 
SN  - 1909188646
AV  - QK51.2.E85 K37 2015
U1  - [E] 
PY  - 2015///
CY  - London
PB  - Ubiquity Press
KW  - Active learning
KW  - Europe
KW  - International cooperation
KW  - Botany projects
KW  - Evaluation
KW  - Botany
KW  - Study and teaching
KW  - Educational change
KW  - Effective teaching
KW  - fast
KW  - Business and management
KW  - bicssc
KW  - Designed for differentiated learning
KW  - Economics, finance, business and management
KW  - EDUCATION
KW  - Experimental Methods
KW  - bisacsh
KW  - Education
KW  - Institutions and learned societies: general
KW  - Interdisciplinary studies
KW  - Organization and management of education
KW  - Organizational theory and behaviour
KW  - Reference, information and interdisciplinary subjects
KW  - Society and social sciences Society and social sciences
KW  - Electronic books
N1  - "Habilitation monograph April 2014."; Resource simultaneously available in PDF, EPUB format, and MOBI format; Includes bibliographical references (pages 169-185); Trade; Ubiquity Press, Limited
N2  - Annotation; 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
UR  - http://www.jstor.org/stable/10.2307/j.ctv3t5qvx
ER  -