Enquiry and Project Based Learning Students, School and Society
Coordonnateur : Leat David
Many teachers, schools, parents and community organisations feel that ?standards? education is not serving us well. It has proved ineffective at preparing many students for work, higher education and general wellbeing, nor does it keep students engaged and intrinsically motivated, capable of sustaining interest in education and learning. There is a supressed desire to transform educational outcomes, and enquiry based learning (EBL) and project based learning (PBL) are the prime candidates for achieving such a goal.
EBL is education that is driven by curiosity, questions and problem solving, with the capacity to produce results that are equal to or better than standard outcomes. This new text provides a critical examination of EBL and PBL by exploring a wide range of international exemplars and considering the benefits, barriers and contradictions generated by the efforts of teachers and schools. Focusing on analytical frameworks and socio-cultural theory, areas covered include:
- enquiry and society
- what EPBL is
- learning through enquiry
- challenges for schools and teachers
- student outcomes and assessment
- teacher learning
- curriculum development.
Enquiry and Project Based Learning offers analytical frameworks and practical guidance for students, teachers and all those interested in enquiry based learning, as well as presenting a balanced, purposeful and motivating alternative to mainstream educational practice.
- Why we need enquiry and project based learning
- Understanding enquiry
- Assessment of learning outcomes in EPBL
- Enquiry and project-based learning: Students, school and society through a socio-cultural lens
- Adapting Self Organised Learning Environments to primary schools in Australia
- Balancing structure and flexibility: Teacher’s orchestration in collaborative long-term inquiry
- Developing a community orientation through a focus on local heritage and environment
- The importance of audience in project based learning
- The Broomley Bee Meadow Project
- Community curriculum making and EPBL
David Leat is Professor of Curriculum Innovation at Newcastle University, UK, Director of the Research Centre for Learning and Teaching, and Assistant Director of SOLE Central (researching Sugata Mitra’s Self Organised Learning Environments concept). He is also coordinator of the North East EPBL Network.
Date de parution : 04-2017
15.6x23.4 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 148,11 €
Ajouter au panierDate de parution : 04-2017
15.6x23.4 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 48,88 €
Ajouter au panierThèmes d’Enquiry and Project Based Learning :
Mots-clés :
Young Men; EBL; Amber Hill; EBC; Area Based Curriculum; PBL; Effective Lifelong Learning Inventory; Enquiry based learning; NAPLAN Testing; enquiry based curriculum; PBL Approach; problem based learning; Park View School; metacognition; Medium Term Curriculum Plans; enquiry dimensions; NAPLAN; scaffolding; Percy Main; teacher learning; Digital Badges; curriculum development; Learning Outcomes Thematic Group; Inquiry based science education; NRC's Inquiry; L2L; Cat Score; learning to learn; PBL Project; creative learning; Authentic Audience; coaching; High Tech High; mentoring; Teacher's Orchestration; Transformative Assessment; Paul Kenna; Reactive Mechanisms Function; Brett Millott; Transversal Competences; Marjut Viilo; UNICEF Report; Pirita Seitamaa-Hakkarainen; School Coordinators; Kai Hakkarainen; Formative Assessment Principles; Viki Angel; Open Badges; Lucy Eckford; Lisa Lowery; Cara Littlefield; Julie McGrane; Jilly Halliday; Stuart Moore; Ulrike Thomas