The Learning Garden: Ecology, Teaching, and Transformation by V. Gaylie
Notice bibliographique
Résumé
As teacher educators and lifelong environmentalists, we come to The Learning Garden from North American and Australian perspectives in science and social studies education, professional learning, and sustainability education.Gaylie's book situates preservice teacher learning in a garden, and the goal of the narrative style employed throughout the book is to be both informational and inspirational.The book is successful on both counts.Like many teachers, we have had a tendency to see ourselves as controllers of both the relationship and knowledge passed between us and our students.Gaylie shows that by changing the context of our learning spaces, teachers can learn to cede this control and learn with their students: a significant change to the traditional relationship between teachers and students.She emphasizes that through stopping and slowing down, "A garden has the power to translate complex theory into practice" (p.38).Further, drawing on the students' wisdom and that of the land itself means that theoretical understandings about learning can be aired and interwoven into the fabric of the learning community.Narratives in The Learning Garden are based on philosophies of outdoor and experiential learning where students can engage "hands, heart and head" (p.12).This particular project began with a weedy, disused piece of land at the edge of the Okanagan campus of the University of British Columbia, and a stewardship committee of teacher education students who took a course in environmental education and engaged in the work of collective decisionmaking to decide how to nurture the land.Gaylie draws on questions asked earlier by Wendell Berry such as, "What is here?What will nature permit us to Wendy Nielsen is a science educator with many years of classroom science teaching experience in British Columbia, now working in Australia.In her current position as a lecturer in science education, she co-teaches education for sustainable development with Peter Andersen and teaches science methods subjects in the Faculty of Education.Research interests include teacher development through culturally responsive and community-based pedagogy, communities of practice for teacher learning, using technology to support science teaching and learning, and metacognition in science learning.Peter Andersen is a secondary teacher with many years of teaching experience who is currently a doctoral candidate and lecturer in the Faculty of Education.His dissertation research explores how children's learning about environmental issues in school is consequential for family discussions and the possibility for intergenerational influence and behavior change in their homes and communities.His research will advance understanding of the implications of school-based efforts to promote environmental stewardship.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,005 |
| Communication savante | 0,005 | 0,004 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».