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This book will fill a void in the literature around research and
program design and the impact of such experiences on learning
outcomes within urban agricultural contexts. In particular, this
book will cover topics such as STEM integration, science learning,
student engagement, learning gardens and curriculum design.
This book will fill a void in the literature around research and
program design and the impact of such experiences on learning
outcomes within urban agricultural contexts. In particular, this
book will cover topics such as STEM integration, science learning,
student engagement, learning gardens and curriculum design.
This book fills a void in the literature around how urban
agricultural education can be used to create opportunities to
educate youth and citizens who live in urban areas about growing
food. To date, very little has been written about program design
and the impact of such experiences on learning outcomes. In fact,
most of the journal articles and research to date has focused on
access, contextual factors, sustainability, relevance of urban
agricultural education, and the intersection of science of
agriculture. This book will cover such topics as how urban youth
learn science while engaged in urban agriculture programs, how such
programs support youth in becoming interested about healthy eating
and science more generally, and how to design urban agriculture
programs in support of STEM education. The chapters in this book
are written by educational researchers and each chapter has been
reviewed by researchers and practitioners.
This book fills a void in the literature around how urban
agricultural education can be used to create opportunities to
educate youth and citizens who live in urban areas about growing
food. To date, very little has been written about program design
and the impact of such experiences on learning outcomes. In fact,
most of the journal articles and research to date has focused on
access, contextual factors, sustainability, relevance of urban
agricultural education, and the intersection of science of
agriculture. This book will cover such topics as how urban youth
learn science while engaged in urban agriculture programs, how such
programs support youth in becoming interested about healthy eating
and science more generally, and how to design urban agriculture
programs in support of STEM education. The chapters in this book
are written by educational researchers and each chapter has been
reviewed by researchers and practitioners.
The nature of science (NOS) and its role in science education is
complex, as is the goal of helping teachers and students attain a
desired understanding of NOS. NOS issues could be tackled through
writing in science and has implications for the kinds of writing
tasks assigned in science. Research is warranted on these writing
tasks and their effectiveness in promoting more desired views of
NOS. This book is unique since it reports on teachers' and
students' NOS views and the links between their views and
diversified writing tasks in science, an area that lacks attention
as a means for teaching about NOS. Different genres of scientific
writing are seen as effective means of doing science and informing
students about NOS, and the complexity of relationships between
students' views of NOS and writing in science is highlighted. The
analysis should be beneficial in developing and implementing
diversified writing activities that have the potential to
realistically portray science to students, and should be especially
useful to professionals in curriculum development, instruction, and
student learning in science.
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