Tag Archives: science teaching
Back in September I wrote about the different understandings of what makes “authentic science learning” authentic and therefore engaging for students. Since writing that post, my Schoodic Institute colleagues and I have started a project that involves students in forest ecology and … Continue reading
“Authentic” science learning is generally considered to be a good thing that might help engage students who are otherwise not interested in science. But … what makes science education authentic?
Last Friday I was participating in a panel discussion about connecting informal science learning and classroom science–and the question of connecting informal science to standards came up. It’s a perfectly reasonable question. After all, teachers are expected to pay a … Continue reading