Special issue of Roots, BGCI's Education Review on IBSE


Asimina Vergou, asimina.vergou@bgci.org | 18/12/12 | London

What are the challenges of spreading Inquiry-Based Science Education (IBSE) in Europe? How is it possible to engage teachers and educators in self reflection as part of developing their inquiry-based teaching? How can teachers be trained in scientific argumentation? How can objects be used as catalysts for questions that lead down avenues of inquiry? Read the special issue of Roots 9:2 on IBSE to find out how academics and practitioners address these and other points related to inquiry-based learning and teaching. The aim of Roots 9:2 is to make a strong case for botanic gardens and other informal education settings to adopt IBSE in their current practices but also showcase the work of the INQUIRE project.

Contributors to this issue include academics who are experts in IBSE and are involved in teacher training in Europe and Asia, Partners in the INQUIRE project, but also professionals from other IBSE EU projects.

Roots, is BGCI’s education review and is published twice per year. It includes articles and resources in English, French and Spanish. Roots is the only international education journal for botanic gardens.


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