ORCID Profile
0000-0001-9238-0765
Current Organisation
University of South Australia
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Springer Netherlands
Date: 2012
Publisher: Informa UK Limited
Date: 23-12-2018
Publisher: Springer International Publishing
Date: 2022
Publisher: Informa UK Limited
Date: 13-10-2018
Publisher: Cambridge University Press
Date: 14-02-2019
Publisher: Informa UK Limited
Date: 15-07-2023
Publisher: Elsevier BV
Date: 09-2008
Publisher: Cambridge University Press (CUP)
Date: 07-2012
DOI: 10.1017/AEE.2012.4
Abstract: Operation Magpie was a citizen science project that involved the community in collecting data about magpies. This article describes one aspect of the project from an education perspective. The study began with a collaboration of teacher educators, environmental scientists and a local radio station. After an initial workshop with 75 teachers, three teacher educators met regularly with 13 primary teachers who each volunteered to plan and teach a unit of work on birds. Meeting regularly in focus groups, the teachers shared their pedagogical strategies that supported students to connect with their local environment. Findings include the importance of focused professional learning for teachers through ongoing, needs-based support during the planning and teaching of the unit, and the innovative ways that teachers approached the unit. One unexpected finding was that teachers tended to identify student learning in terms of the English curriculum rather than the science curriculum.
Publisher: Routledge
Date: 06-04-2023
Publisher: Springer Science and Business Media LLC
Date: 12-1994
DOI: 10.1007/BF02356350
Publisher: Springer Science and Business Media LLC
Date: 17-03-2018
Publisher: Informa UK Limited
Date: 27-08-2017
Publisher: Frontiers Media SA
Date: 08-08-2022
DOI: 10.3389/FEDUC.2022.850016
Abstract: The wholistic nature of gardening is an approach to learning that provides opportunities to place science education in a context that also values other ways of knowing and draws on the cognitive, the affective and the spiritual—knowing, feeling, connecting. This paper offers a case study of teaching gardening to primary students at The Old School Community Garden (TOSCG), in the Adelaide Hills, South Australia. As experienced science educators, we find that engaging young people in gardening provides them with the opportunity to see the world as a whole, learn science concepts while also addressing local issues such as organic food production. Our focus in this project is the use of the garden as a learning place for Year 1 students (aged 6–7) working with Year 4 students (aged 9–10). We also argue that nature teaching is part of the answer to liveable futures in this time of climate change, pandemics, and the possible crossing of other Earth boundaries. These challenges require educators to focus on futures thinking and transdisciplinary approaches in order to develop the dispositions needed to live in the present with a well-formed idea of where we want to go. Learning the science of gardening is clearly a central aspect—soil science, biological science, ecosystem management and a sustainable food supply.
Publisher: Springer Science and Business Media LLC
Date: 09-12-2019
Publisher: Informa UK Limited
Date: 14-04-2016
Publisher: Informa UK Limited
Date: 03-04-2014
Publisher: Common Ground Research Networks
Date: 2011
Publisher: Routledge
Date: 07-08-2021
Publisher: Edith Cowan University
Date: 19-02-2016
Publisher: Edith Cowan University
Date: 04-2020
Publisher: Cambridge University Press (CUP)
Date: 12-08-2016
DOI: 10.1017/AEE.2016.18
Abstract: The case study reported here seeks to promote the sharing of successful practice in Education for Sustainability (EfS). It uses literature and three personal and professional autobiographies as background to the development of a set of sustainability educational practices integrated into a primary/middle school teacher education program. The set of activities focus on developing in students an understanding of EfS and of processes appropriate to it that they can use in their classrooms on graduation. It is the authors’ view that their collaborative building on shared beliefs, contemporary ecojustice literature and three decades of developing enabling pedagogical practices has assisted their efforts to ‘get’ EfS, and to ensure that their students, particularly as beginning teachers, ‘got it’. The ecojustice principles for teacher education programs are outlined in this article and are believed to have wide applicability in many aspects of ecojustice approaches to pro-ecosocial education.
Publisher: Informa UK Limited
Date: 14-04-2016
Publisher: Springer Science and Business Media LLC
Date: 24-02-2016
Publisher: Edith Cowan University
Date: 10-2007
Publisher: Informa UK Limited
Date: 21-07-2022
Publisher: Springer International Publishing
Date: 2021
Publisher: Informa UK Limited
Date: 21-03-2019
Publisher: Springer Science and Business Media LLC
Date: 02-10-2016
Publisher: Informa UK Limited
Date: 02-2008
Publisher: Springer Science and Business Media LLC
Date: 14-11-2022
Publisher: Università degli Studi di Torino
Date: 2018
No related grants have been discovered for Kathryn Paige.