About the journal | Natural History Network The Journal of Natural History Education and Experience is an electronic, peer-reviewed journal. Its purpose is to promote the mission of the Natural History Network and foster a renaissance in natural history education and appreciation by providing a forum for disseminating information on views on the place of natural history in society and techniques, curricula, and pedagogy for natural history education at all levels: K-12, undergraduate, graduate, and general public. The journal seeks papers that provide perspectives on natural history as a mode of engagement with the world as well as information that will promote the development of natural history curricula and are generally accessible to natural history educators. Specifically, we publish articles on the following issues: Descriptions of natural history curricula;Reviews of practical issues related to the teaching of natural history; andDiscussions about the philosophy and practice of natural history.
Design Observer Kids Astronomy World K-12 Material | iDigBio Welcome to our page for aggregating educational resources for K-12 students and educators from the Advancing Digitization of Biodiversity Collections (ADBC) program! If you use any of these resources please consider filling out this brief questionnaire. What are you looking for? Lesson Plans Tutorials iDigBio basic search tutorial (Video) Created by Teresa Mayfield Searching for species with latitude and longitude data on iDigBio (PDF) Created by iDigBio GBIF search tutorial (Video) Created by Teresa Mayfield Create an arctos user account (Video) Created by Teresa Mayfield Arctos introduction for non-managers (Video) Created by Teresa Mayfield Uploading an observation to iNaturalist via the website (Video) Created by Erica Krimmel iNaturalist search tutorial (Video) Created by Teresa Mayfield Videos From iDigBio Why Digitize? From WeDigFlPlants Library of Scientific Plant Samples: Step Inside an Herbarium An introduction to herbaria Websites and Applications iDigPaleo Digital Atlas of Ancient Life
The word-hoard: Robert Macfarlane on rewilding our language of landscape | Books Eight years ago, in the coastal township of Shawbost on the Outer Hebridean island of Lewis, I was given an extraordinary document. It was entitled “Some Lewis Moorland Terms: A Peat Glossary”, and it listed Gaelic words and phrases for aspects of the tawny moorland that fills Lewis’s interior. Reading the glossary, I was amazed by the compressive elegance of its lexis, and its capacity for fine discrimination: a caochan, for instance, is “a slender moor-stream obscured by vegetation such that it is virtually hidden from sight”, while a feadan is “a small stream running from a moorland loch”, and a fèith is “a fine vein-like watercourse running through peat, often dry in the summer”. The “Peat Glossary” set my head a-whirr with wonder-words. A volume thick as the height of the Clisham, A volume big as the whole of Harris, A volume beyond the wit of scholars. The same summer I was on Lewis, a new edition of the Oxford Junior Dictionary was published. Why should this loss matter?
Arctic science education using public museum collections from the University of Alaska Museum: an evolving and expanding landscape - Arctic Science Katherine L. Anderson,a Ute Kaden,b Patrick S. Druckenmiller,a Sarah Fowell,c Mark A. aUniversity of Alaska Museum and Department of Geosciences, University of Alaska Fairbanks, 907 Yukon Dr., Fairbanks, AK 99775-6960, USA bSchool of Education, Secondary Education, University of Alaska Fairbanks, Box 756480, Fairbanks, AK 99775-6480, USA cDepartment of Geosciences, University of Alaska Fairbanks, 900 Yukon Dr., Fairbanks, AK 99775-5780, USA d-EWHALE lab-, Institute of Arctic Biology, Biology and Wildlife Department, University of Alaska Fairbanks, Fairbanks, AK 99775, USA eHerbarium (ALA), University of Alaska Museum and Department of Biology and Wildlife, University of Alaska Fairbanks, 907 Yukon Dr., Fairbanks, AK 99775-6960, USA
Grundtvig Plant Wild | Forest Plant Wild Harvesting Learning in Europe Actively Engaging Student Visitors to Herbaria Education and Outreach Schenk, John [1], Mowbray, Rachel [2], Evans, Colleen [2], Glaze, Amanda [4]. Actively Engaging Student Visitors to Herbaria. Not only are herbaria the foundation of botanical science, they are often the first, or even the only, access point students and visitors have to plant sciences. Related Links:GSU Herbarium webpageGAS Herbarium webpage 1 - Georgia Southern University, Department Of Biology, 4324 Old Register Road, Biological Sciences Building, Statesboro, GA, 30458, United States2 - Georgia Southern University, 4324 Old Register Road, Department of Biology, Biological Sciences Buildin, Statesboro, GA, 30458, United States3 - Georgia Southern University, 4324 Old Register Road, Department of Biology, Biological Sciences Buildin, Statesboro, GA, 30458, United States4 - Georgia Southern Universityn, College of Education, 4126 College of Education Building, Statesboro, GA, 30458, United States
Poetic Botany | A Digital Exhibition Flowers have never been strangers to poems: from Wordsworth’s praise of daffodils to Ginsberg’s “Sunflower Sutra,” they have been a consistent subject, metaphor, and motif of poetry. The rose, for instance, occurs in poems again and again, making one of its most famous appearances in Juliet’s plea to Romeo: “What’s in a name? that which we call a rose/ By any other name would smell as sweet.” But Poetic Botany is different. For one, the poetic botanists of the eighteenth century were unlike Juliet: they would have been deeply concerned with each plant’s name. The rose, moreover, as beautiful as it may be, was not just something to be adored, but something, ultimately, to be known. In the end, Poetic Botanists were devoted as much to the science of plants as to their poetry. William Tighe “The Rose” (1808)
12 January 2018. Linnean Learning videos | News | The Society | The Linnean Society On the 28th of November the Linnean Learning Video Series Launch event celebrated the beginning of their release which will extend until the 1st of March. Each week the society will release one new video on the Society's YouTube channel. The video series explores the fascinating world of Carl Linnaeus, taxonomy and whole organism biology. The stories, specimens and objects, shared in these 13 videos, are entirely unique to The Linnean Society of London. The first in this series, Life Underground, explores the collections in a pseudo-noir style, playing with the idea of biologists as sleuths in the natural world. The huge task of creating these videos would not have been possible without the knowledge and expertise of the collections team. Another case illustrates the video 'Sex - the Predawn Dance', in the series Life Underground, with the two specimens of seahorses from Carl Linnaeus's collections.
Dawn Sanders: Seeing Things for Themselves: Jacqueline Palmer, Natural History Educator 1948-1960 | Natural History Network London, 1948: a city in recovery. This is the post-war urban landscape in which Jacqueline Palmer began her career as an educator at the renowned Natural History Museum. Her passion in life was to make sure that going to a museum became “an exciting adventure” for children, young people, their teachers and families, not a visit to “dull places full of dust and grey shadows” (Palmer 1954, p. 9). Thus, in her book Going to Museums Palmer advises: “The most important thing to remember is that there is no one way to go round a museum; there are all kinds of different ways, according to what you are going for, who you are, and what the museum is like. 1. 2. Jacqueline Palmer studied Geography at Newnham College, Cambridge in 1945; prior to this (1935-1939) she attended the Froebel Education Institute. “Had an idea to offer myself to this museum in any capacity in order to help the hundreds of children who haunt the place when the schools are shut. This is not a new problem. Museum Educators
The First School Gardens School gardens are a national phenomenon, but they were also a major part of U.S. culture from the 1890s to the 1920s. The plots weren’t just about flowers, fruits, and vegetables, either. Environmental historian Brian Trelstad unearths the history of “school gardens in hundreds of cities and manufacturing towns in the first two decades of the twentieth century.” The school gardens were part and parcel of the reformist Progressive era, designed to teach children about nature, to green the industrial city, to Americanize immigrants, and to instill the ethics of hard work and patriotism. Trelstad points out that these communal gardens stemmed from the Nature-Study Movement, a “group of [late nineteenth-century] educators who sought to make learning more interesting through use of nature in the classroom.” To educators at the time, gardens seemed just the thing to help keep the burgeoning urban youth population under control. After the war, however, federal funding dried up.
Giving names to plants If you were walking past her, you would think Frédérique Soulard was scrawling random words on the pavement. On closer inspection, her use of a little white arrow gives the game away. The words she writes are the names of the little scrawny plants or weeds growing out of the cracks in the ground, the ones that most of us ignore, even step on. It is a way for her to combine her love of words and storytelling with her herbalist knowledge and upbringing – and her desire to keep history and the seemingly insignificant alive. “Giving a name to things makes them exist,” Soulard said. Soulard traverses the streets of the French city of Nantes (and other neighbouring cities), a jar of her special paint in hand and a group of budding botanists in tow. Giving a name to things makes them exist. She stops and points at an unassuming green and yellow sprig emerging from the crevice between a wall and the pavement. “Some words keep the same meaning in each country, others don't,” she explained.