LEADER 05835nam 22006135 450 001 9910484497403321 005 20200919062739.0 010 $a94-6209-833-6 024 7 $a10.1007/978-94-6209-833-6 035 $a(CKB)3710000000343708 035 $a(EBL)1973905 035 $a(SSID)ssj0001424442 035 $a(PQKBManifestationID)11934323 035 $a(PQKBTitleCode)TC0001424442 035 $a(PQKBWorkID)11367571 035 $a(PQKB)11164176 035 $a(DE-He213)978-94-6209-833-6 035 $a(MiAaPQ)EBC1973905 035 $a(OCoLC)900780914 035 $a(nllekb)BRILL9789462098336 035 $a(PPN)183518802 035 $a(EXLCZ)993710000000343708 100 $a20150119d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDarwin-Inspired Learning /$fedited by Carolyn J. Boulter, Michael J. Reiss, Dawn L. Sanders 205 $a1st ed. 2015. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2015. 215 $a1 online resource (429 p.) 225 1 $aNew Directions in Mathematics and Science Education 300 $aDescription based upon print version of record. 311 $a94-6209-832-8 311 $a94-6209-831-X 320 $aIncludes bibliographical references and index. 327 $aPreliminary Material /$rCarolyn J. Boulter , Michael J. Reiss and Dawn L. Sanders -- Introduction /$rMichael J. Reiss , Carolyn J. Boulter and Dawn L. Sanders -- Entering Darwin?s Life /$rRandal Keynes -- The World of Downe /$rDawn L. Sanders -- ?Pester Them with Letters?: Using Darwin?s Correspondence in the Classroom /$rSally Stafford -- Learning in Cultivated Gardens and Other Outdoor Landscapes /$rPaul Davies , Dawn L. Sanders and Ruth Amos -- Learning to Read Nature to Understand the Natural World and How It Works /$rOla Magntorn -- Walking with Darwin in Rio de Janeiro /$rSandra Escovedo Selles -- Getting the Kids Involved ? Darwin?s Paternal Example /$rJames Moore -- Using Collections of Darwiniana in Darwin-Inspired Learning /$rRuth Barlow -- Object Lessons in Evidence-Based Learning /$rMike Corbishley -- Sailing the Backyard Beagle /$rJames T. Costa -- Naming the Living World /$rStephen P. Tomkins and Sue Dale Tunnicliffe -- Scientific Enquiry /$rShirley Simon -- Using Darwin to Teach Earth Science /$rPeter Kennett and Chris King -- Darwin the Scientist /$rJames D. Williams -- Teaching Evolution in Schools /$rRalph Levinson -- The ?Attentive and Reflective Observer? /$rNeil Ingram -- Darwinian Case Studies Within a Post-16 Programme for the History and Philosophy of Science /$rJohn L. Taylor -- They Really do Eat Insects /$rAaron M. Ellison -- DNA Barcoding Darwin?s Meadow /$rKaren E. James -- Darwin?s Barnacles /$rMiranda Lowe and Carolyn J. Boulter -- Darwin-Inspired Drama /$rMartin Braund -- Evolutionary Narratives /$rTina Gianquitto -- Darwin in Natural Science School Textbooks in the Nineteenth Century in England and Spain /$rMargarita Hernández-Laille -- Writing and Representing to Learn in Science /$rVaughan Prain -- Routes to Conceptual Change in Teaching and Learning About Evolution /$rEmma Newall -- Developing a Model for Post-16 Teaching and Learning /$rCarolyn J. Boulter and Emma Newall -- Transformation of the School Grounds for Darwin-Inspired Learning /$rSusan Johnson -- Transition /$rSusan Johnson -- Staging Darwin?s Science through Biographical Narratives /$rDawn L. Sanders -- Epilogue /$rDawn L. Sanders , Carolyn J. Boulter and Michael J. Reiss -- About the Contributors /$rCarolyn J. Boulter , Michael J. Reiss and Dawn L. Sanders -- Index /$rCarolyn J. Boulter , Michael J. Reiss and Dawn L. Sanders. 330 $aCharles Darwin has been extensively analysed and written about as a scientist, Victorian, father and husband. However, this is the first book to present a carefully thought out pedagogical approach to learning that is centered on Darwin?s life and scientific practice. The ways in which Darwin developed his scientific ideas, and their far reaching effects, continue to challenge and provoke contemporary teachers and learners, inspiring them to consider both how scientists work and how individual humans ?read nature?. Darwin-inspired learning, as proposed in this international collection of essays, is an enquiry-based pedagogy, that takes the professional practice of Charles Darwin as its source. Without seeking to idealise the man, Darwin-inspired learning places importance on: ? active learning ? hands-on enquiry ? critical thinking ? creativity ? argumentation ? interdisciplinarity. In an increasingly urbanised world, first-hand observations of living plants and animals are becoming rarer. Indeed, some commentators suggest that such encounters are under threat and children are living in a time of ?nature-deficit?. Darwin-inspired learning, with its focus on close observation and hands-on enquiry, seeks to re-engage children and young people with the living world through critical and creative thinking modeled on Darwin?s life and science. 410 0$aNew Directions in Mathematics and Science Education 606 $aEducation 606 $aEducation, general$3https://scigraph.springernature.com/ontologies/product-market-codes/O00000 615 0$aEducation. 615 14$aEducation, general. 676 $a370 702 $aBoulter$b Carolyn J$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aReiss$b Michael J$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aSanders$b Dawn L$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910484497403321 996 $aDarwin-Inspired Learning$92849077 997 $aUNINA