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.
Australian Association for Environmental Education 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?
Human – nature interfaces; a learning journey | HumaNature Connect This blog post is a rewrite of an older post from late last year, why? because I realised that the ideas within in it have grown and grown in my mind ever since. It is also an illustration of how meaning making occurs over time, it is experiential learning in action. So hear goes….. Have you ever had that experience of bumping into somebody repeatedly to the point where you think… ” I’m supposed to know this person!? My insect ‘resting place’ created out of clay ‘Pam’, mentioned some time ago, maybe a year, maybe more that she was interested in the interface at which gardens meet the native vegetation or bush areas. Some time later I was at a clay workshop and the facilitator spoke about her ‘totem poles’ as being resting places for small insects in the garden, a place that is an interface between nature and humans. Since then the idea of the human and nature interface keeps coming up. It is this thought that has taken on a new depth for me in the last years. Like this: Like Loading...
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 Reggio Children | Centro Internazionale per la difesa e la promozione dei diritti e delle potenzialità dei bambini e delle bambine Study Groups on Education and the Reggio Emilia Approach UPDATED NOVEMBER 2014 A study opportunity for deeper investigation into the concepts, contents, and values of the Reggio Emilia Approach to Education. If you come from Singapore, Austria, Germany, Denmark and Norway, Japan, you can register in a Study Group with other educators from your own country. 10 short stories There are 100 or more ways of spending time with your sons and daughters, and all other children. Participation is an invitation – DVD The children’s reflections represent a special occasion to re-launch, also in other contexts, the themes of welcome, borders, and democracy, and to elicit, we hope, new stories and new opportunities for listening.
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)
Research and Advocacy | Alliance for Childhood 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.