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Darwin-Inspired Learning

  • Book
  • © 2015

Overview

Editors:
  1. Carolyn J. Boulter

    1. Institute of Education, University of London, UK

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  2. Michael J. Reiss

    1. Institute of Education, University of London, UK

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    You can also search for this editor in PubMed   Google Scholar

  3. Dawn L. Sanders

    1. Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden

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    You can also search for this editor in PubMed   Google Scholar

  • The first book to present a carefully thought out pedagogical approach to learning that is centered on Darwin’s life and scientific practice.

Part of the book series: New Directions in Mathematics and Science Education (NDMS)

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Table of contents (31 chapters)

  1. Front Matter

    Pages i-xiv
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    1. Introduction (2014)

      • Michael J. Reiss, Carolyn J. Boulter, Dawn L. Sanders
      Pages 1-11

  3. Darwin’s Heritage

    1. Front Matter

      Pages 13-13
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    2. Entering Darwin’s Life

      • Randal Keynes
      Pages 15-23

    3. The World of Downe

      • Dawn L. Sanders
      Pages 25-34

    4. ‘Pester Them with Letters’: Using Darwin’s Correspondence in the Classroom

      • Sally Stafford
      Pages 35-44

  4. Developing a Sense of Place

    1. Front Matter

      Pages 45-45
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    2. Learning in Cultivated Gardens and Other Outdoor Landscapes

      • Paul Davies, Dawn L. Sanders, Ruth Amos
      Pages 47-58

    3. Learning to Read Nature to Understand the Natural World and How it Works

      • Ola Magntorn
      Pages 59-72

    4. Walking with Darwin in Rio De Janeiro

      • Sandra Escovedo Selles
      Pages 73-87

    5. Getting the Kids Involved – Darwin’s Paternal Example

      • James Moore
      Pages 89-105

    6. Using Collections of Darwiniana in Darwin-Inspired Learning

      • Ruth Barlow
      Pages 107-113

  5. The Importance of Active Hands-On Enquiry

    1. Front Matter

      Pages 115-115
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    2. Object Lessons in Evidence-Based Learning

      • Mike Corbishley
      Pages 117-129

    3. Sailing the Backyard Beagle

      • James T. Costa
      Pages 131-146

    4. Naming the Living World

      • Stephen P. Tomkins, Sue Dale Tunnicliffe
      Pages 147-163

    5. Scientific Enquiry

      • Shirley Simon
      Pages 165-175

    6. Using Darwin to Teach Earth Science

      • Peter Kennett, Chris King
      Pages 177-196

  6. Critical Thinking about What and How We Know

    1. Front Matter

      Pages 197-197
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    2. Darwin the Scientist

      • James D. Williams
      Pages 199-210
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Keywords

About this book

Charles Darwin has been extensively analysed and written about as a scientist, Victorian, father and husband. However, this is the first book to present a carefully thought out pedagogical approach to learning that is centered on Darwin’s life and scientific practice. The ways in which Darwin developed his scientific ideas, and their far reaching effects, continue to challenge and provoke contemporary teachers and learners, inspiring them to consider both how scientists work and how individual humans ‘read nature’. Darwin-inspired learning, as proposed in this international collection of essays, is an enquiry-based pedagogy, that takes the professional practice of Charles Darwin as its source. Without seeking to idealise the man, Darwin-inspired learning places importance on: • active learning • hands-on enquiry • critical thinking • creativity • argumentation • interdisciplinarity. In an increasingly urbanised world, first-hand observations of living plants and animals are becoming rarer. Indeed, some commentators suggest that such encounters are under threat and children are living in a time of ‘nature-deficit’. Darwin-inspired learning, with its focus on close observation and hands-on enquiry, seeks to re-engage children and young people with the living world through critical and creative thinking modeled on Darwin’s life and science.

Editors and Affiliations

  • Institute of Education, University of London, UK

    Carolyn J. Boulter, Michael J. Reiss

  • Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden

    Dawn L. Sanders

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