Why should you learn outside the classroom? Meaningful fieldtrips explained скачать в хорошем качестве

Why should you learn outside the classroom? Meaningful fieldtrips explained

This video explains why you should take your students out-side from your classroom and how to create meaningful learning activities in out-of-classroom learning environments. This video was made for a strategic partnership project within the Erasmus+ program: Developing Primary Teacher Education Research (DePter). This video is for the student-teachers of Uppsala, Helsinki and Tallinn Universities who participate in the project. More information about the project: https://www.edu.uu.se/collaboration/d... This video was filmed by Tarmo Lehari at the Fat Margaret museum and visitor centre of Estonian Maritime Museum. Thank you Estonian Maritime Museum! Photos from the collections of Estonian Maritime Museum and Estonian museums public portal muis.ee have been used in this video. The thumbnail photo depicts students of Käesalu primary school on a field trip in 1955, photo is from the collections of Harjumaa Muuseum (HMK _ F 561), for more information about the historical photos, contact Helene Uppin. References: 1. Anderson, D., & Lucas, K. B. (1997). The effectiveness of orienting students to the physical features of a science museum prior to visitation. Research in Science Education, 27(4), 485–495. 2. Collins, A., & Greeno, J. G. (2011). Situated view of learning. In V. G. Akrust (Ed.), Learning and cognition in Education (pp. 64–68). Oxford: Elsevier Ltd. 3. Dewey, J. (1916). Democracy and Education. 4. DeWitt, J., & Hohenstein, J. (2010). Supporting student learning: A comparison of student discussion in museums and classrooms. Visitor Studies, 13(1), 41–66. 5. DeWitt, J., & Osborne, J. (2007). Supporting teachers on science-focused school trips: Towards an integrated framework of theory and practice. International Journal of Science Education, 29(6), 685–710. 6. DeWitt, J., & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181–197. 7. Greene, J. P., Kisida, B., & Bowen, D. H. (2014). Value of Field Trips. Education Next, Winter, 78–86. 8. Gutwill, J. P., & Allen, S. (2012). Deepening Students’ Scientific Inquiry Skills During a Science Museum Field Trip. Journal of the Learning Sciences, 21(1), 130–181. 9. Kisiel, J. F. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936–955. 10. Kisiel, J. F. (2007). Examining Teacher Choices for Science Museum Worksheets. Journal of Science Teacher Education, 18(1), 29–43. 11. Kisiel, J. F. (2014). Clarifying the complexities of school-museum interactions: Perspectives from two communities. Journal of Research in Science Teaching, 51(3), 342–367. 12. Krange, I., Silseth, K., & Pierroux, P. (2020). Peers, teachers and guides: a study of three conditions for scaffolding conceptual learning in science centers. Cultural Studies of Science Education, 15(1), 241–263. 13. Lave, J., & Wenger, E. (1991). Situated Learning. Legitimate Peripheral Participation. Cambridge University Press. 14. Lawson, C. A., Cook, M., Dorn, J., & Pariso, B. (2018). A STEAM-Focused Program to Facilitate Teacher Engagement Before, During, and After a Fieldtrip Visit to a Children’s Museum. Journal of Museum Education, 43(3), 236–244. 15. Mujtaba, T., Lawrence, M., Oliver, M., & Reiss, M. J. (2018). Learning and engagement through natural history museums*. Studies in Science Education, 54(1), 41–67. 16. Nabors, M. L., Edwards, L. C., & Murray, R. K. (2009). Making the Case for Field Trips: What Research Tells Us and What Site Coordinators Have to Say. Education, 129(4), 661–668. 17. Paris, S. G., Yambor, K. M., & Packard, B. W. L. (1998). Hands-On Biology: A Museum-School-University Partnership for Enhancing Students’ Interest and Learning in Science. Elementary School Journal. 18. Säljö, R. (2003). Õppimine Tegelikkuses. Sotsiokultuuriline käsitlus. [Lärande i praktiken. Ett sociokulturellt perspektiv.]. Võru: Eesti Vabaharidusliit. 19. Timoštšuk, I (koost ja toim). (2020). Kogemusõpe avatud õppekeskkonnas. Tartu: SA Eesti Teadusagentuur. https://www.etag.ee/wp-content/upload... bi.pdf 20. Tuomi-Gröhn, T., & Engeström, Y. (2003). Part I: Boundary-crossing as a Theoretical Basis for Research on Transfer. In T. Tuomi-Gröhn & Y. Engeström (Eds.), Between School and Work. New Perspectives on Transfer and Boundary-Crossing (pp. 19–84). Oxford: Elsevier Science ltd. 21. Uppin, H., & Timoštšuk, I. (2019). “We’ll Be Back by Christmas” – Developing Historical Empathy During a Museum Activity. Journal of Museum Education, 44(3), 310–324. 22. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.