Global ETD Search

61	Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events" Cuerden, Barbara January 2010 (has links) Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled upon ideas of nature, culture, and their intersection in a particular place. Our garden experiences left cyber footprints in virtual space as blog spots on a thesis blog site. The garden and the inquiry it generated outside,is brought back inside the education building as a Master's thesis. The garden grew in different and unpredictable ways due to intense construction on site, entwining the planter boxes with unseen variables. ecopedagogy environmental education place-based pedagogy ecoliteracy participatory paradigm arts-based methodology arts-based education living pedagogy outdoor education thesis blog Michel Serres writing as a method of inquiry research on place and space a/r/tography resilience alliance David Jardine Center for Ecoliteracy resilience teaching for emergence food security eco-art ecotherapy schoolyard gardens sustainable education teaching towards emergence,
62	Reflections on an Initiative to Improve Junior Secondary School Pupils’ Understanding of Number Johnston, Noel 17 April 2012 (has links) In 2005 the opportunity to apply the New Zealand ‘Numeracy’ approach to teaching Mathematics was extended into the secondary school sector. The goal was to alter teachers’ pedagogy so that ‘sense making’ rather than ‘instruction’ was the core objective of their lessons. Ultimately it is hoped that along with a familiarity and comprehension of Number will come a relatively seamless acquisition of the fundamentals of Algebra. This paper will present details of this approach for teaching Number, the status of Number in the secondary school curriculum, the focus and ramifications of teaching for understanding, as opposed to assimilating and learning to apply algorithms, and will also consider evidence of the effectiveness of the initiative. info:eu-repo/classification/ddc/510 ddc:510

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Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events"

Reflections on an Initiative to Improve Junior Secondary School Pupils’ Understanding of Number