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- Author or Editor: Sandhya Devi Coll x
Abstract
Blended learning offers substantial benefits for both teachers and students, and leads to more rigorous, challenging, engaging, and thought-provoking learning experiences. In this chapter a model of blended learning, the Digitally-Integrated Fieldtrip Inventory (DIFI) is presented. Like the Learner-Integrated Field Trip Inventory (LIFTI) described in Chapter 3, the DIFI comprises Procedural, Social & Cognitive components, all of which must be present in order to maximize the integration of different types of learning.
Abstract
In this chapter different types of learning; formal, non-formal, and informal, all of which have the potential to contribute to the learning of science, are described. Whilst common in schools, evidence in the literature suggests many Learning Experiences outside Schools (LEOS) do not result in quality learning. We can, and should, integrate various forms of learning and LEOS using a learning management system.
Abstract
There are different theories of learning, that sit within paradigms, and which represent different world views. In this chapter the most common theories of learning; namely, behaviorism, constructivism, social constructivism, and socio-cultural theories, are described and contextualized, to inform best practice in Learning Experiences outside Schools (LEOS).
Abstract
If learning is to occur during Learning Experiences outside Schools (LEOS), good pre-, during-, and post-visit planning is essential. In this chapter it is argued LEOS should complement, not replace, in-class/school learning, and should integrate formal, informal, and non-formal learning, in order to enhance learning outcomes.
Abstract
To integrate formal, non-formal, and informal learning, necessitates a learning model. In this chapter the Learner-Integrated Field Trip Inventory (LIFTI), which provides one way of integrating different types of learning, is presented. The LIFTI comprises Procedural, Social & Cognitive components, all of which must be present in order to maximize the integration of different types of learning.
Abstract
In this chapter lesson plans are provided for a topic related to local ecosystems, covering the Concept, Task, and Pedagogy to be used. The topic was ‘Investigate the biological impact of an event on a New Zealand ecosystem’, and the LEOS trip was to an ecological reserve. The lesson plans include details of pre-, during- and post-visit activities for teachers, students and ISI staff.
Abstract
In this chapter lesson plans are provided for a topic related to air pollution, covering the Concept, Task, and Pedagogy to be used. The topic was ‘Demonstrate understanding of the chemistry in a technological application’, and the LEOS trip was to a nanotechnology research institute. The lesson plans include details of pre-, during- and post-visit activities for teachers, students and ISI staff.
Abstract
In this chapter lesson plans are provided for a topic related to astronomical cycles, covering the Concept, Task, and Pedagogy to be used. The topic was ‘Demonstrate understanding of the effects of astronomical cycles on planet Earth’, and the LEOS trip was to a planetarium. The lesson plans include details of pre-, during- and post-visit activities for teachers, students and ISI staff.