Johnson, Sue;
(2005)
Learning science in a botanic garden.
In: Braund, Martin and Reiss, Michael, (eds.)
Learning Science Outside the Classroom.
(pp. 75-93).
Routledge: Abingdon, UK.
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Abstract
Botanic gardens have a significant role in developing scientific and environmental literacy. Mostly in urban areas, they provide a context for demonstrating historic and current sustainability. In addition, management of the botanic garden environment links aesthetic and scientific practices. Thus the potential for holistic teaching and learning is presented and, where hands-on experience is encouraged, young people encounter different learning styles. Regular visits allow plant study to be meaningful. Scientific models can be tested to show how vital plants are to human existence. Engaging with plants may also connect home-and school-constructed knowledge for many children.
| Type: | Book chapter |
|---|---|
| Title: | Learning science in a botanic garden |
| ISBN: | 978-0-415-32117-4 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.taylorfrancis.com/chapters/edit/10.432... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10001009 |
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