Learning Science Outside the Classroom
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€49.99
Ancient Astronomers
Ancient Greece
Bath Tub
Biological Fieldwork
Biotic Index
Bird's Eye
botanic
Botanic Garden Educators
Botanic Garden Staff
Botanic Gardens
box
Caddis Fly Larva
Calcium Sulphate
Category=JN
Category=JNLB
Category=JNLC
Category=JNT
Category=JNU
Category=YPMP
Cd Rom Drive
chemistry
Chemistry Trail
environmental learning activities
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eq_nobargain
eq_non-fiction
eq_society-politics
experiential science pedagogy
fieldwork teaching strategies
gardens
informal science education
key
National Space Centre
Out-of Classroom Contexts
Out-of School Contexts
Out-of School Visits
QCA Scheme
Residential Field Trip
Residential Fieldtrip
resources
Salters Advanced Chemistry
Salters Nuffield Advanced Biology
school
School Ponds
science curriculum enrichment
science education for school leaders
sciences
stage
Star Party
teacher professional development resource
trails
Whirligig Beetles
Product details
- ISBN 9780415321174
- Weight: 470g
- Dimensions: 174 x 246mm
- Publication Date: 15 Jul 2004
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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This book shows how a wide range of contexts for learning science can be used outside of the classroom, and includes learning:
- at museums, science centres and planetaria
- from newspapers, magazines and through ICT
- at industrial sites and through science trails
- at zoos, farms, botanic gardens, residential centres and freshwater habitats
- in school grounds.
With contributions from well known and respected practitioners in all fields of science education and through using case studies, Learning Science Outside the Classroom offers practical guidance for teachers, assistant teaching staff and student teachers involved in primary and secondary education. It will help enable them to widen the scientific experience and understanding of pupils.
The advice in this book has been checked for safety by CLEAPSS.
Martin R. Braund is Lecturer in Educational Studies and Curriculum Area Leader for Science in the PGCE Course at the Department of Educational Studies, University of Leeds. Michael Reiss is Professor of Science Education and Head of the School of Mathematics, Science and Technology at the Institute of Education, University of London.
