Visiting Professor with the IERG

We are pleased to announce that Kiyotaka Miyazaki will be a Visiting Professor with the IERG from mid-May to mid-July, 2015. He is professor, of educational psychology, in the faculty of Human Sciences, Waseda University. For a number of years he has been an associate of the IERG, and has given memorable presentations at a number of our summer conferences in Vancouver. His research background is in cognitive psychology. He has been studying the teaching-learning process in, mostly, elementary school and early childhood education. He has been engaged with cultural-historical theories, and has published work on both Vygotsky’s and Bakhtin’s ideas. He has published books on improving children’s learning, on interrelationships between students’ and teachers’ learning, and on children’s discovery and creativity in learning through artistic work. One of his research interests is to use IE ideas, particularly the recapitulation view of development, to develop Japanese practitioners’ uses of Imaginative Education.

NEW IEE Workshop

Engaging The Body and Developing A Sense of Place

Tuesday, June 2nd, 2015

Would you like some practical strategies for imaginatively engaging your students in their learning?

Would you like to know how to engage the body in ways that can support learning and also contribute to ecological understanding?

Do you want ideas for getting students outside and developing a sense of place as you finish the school year?

Fee also include Resource book: Engaging Imagination in Ecological Education:  Strategies for Teaching (Pacific Educational Press, 2015) pacificedpress.educ.ubc.ca/iee

Click for more information

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IERG News & Updates May 2015

Welcome to our latest newsletter, the 3rd this year.

IERG News & Updates is our way to keep you informed about some IERG activities worldwide. You will find examples of Imaginative Education in action, interviews with practitioners, as well as short pieces describing our different programs, publications, and events.

We always look forward to your feedback, and please feel free to share our News & Updates with your colleagues and students.

View IERG Newsletter May 2015

IERG News & Updates March 2015

News & Updates – March 2015

IERG News & Updates is our way to keep you informed about activities of the IERG, examples of Imaginative Education in action, interviews with practitioners, as well as short pieces giving in-depth insights into various aspects and programs of the Imaginative Education Research Group.

We welcome your feedback, and as always, please feel free to share this with your colleagues and students, so that everyone can stay connected.

View IERG Newsletter March 2015.

IEE WORKSHOP

Engaging imagination in ecological education: Practical strategies for teaching K-12.

Monday April 27th, 2015

This interactive, ecologically-oriented workshop will provide participants with background knowledge and practical strategies for teaching K-12 that will both engage students’ imaginations in learning cross-curricular content and support the development of their ecological understanding.

The registration fee offers participants a 3-hour workshop, resource book (Judson, 2015), and light refreshments.

Click for more information!

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What LiDKids Say!

The second ‘What LiDKids Say!’ video. LiDKids share their feelings and thoughts on their LiD topic. Visit the Learning in Depth website to take a look. Enjoy!

Science & Education journal Book Review

Science & Education journal has recently published a book review of Wonder-full Education: The Centrality of Wonder
in Teaching and Learning Across the Curriculum, edited by Kieran Egan, Annabella Cant and Gillian Judson.

Click here to view/download review.

Review by:

D. Koliopoulos (&) Department of Educational Sciences and Early Childhood Education, University of Patras, Patras,
Greece
e-mail: dkoliop@upatras.gr

IERG News & Updates November 2014

News & Updates – November 2014

IERG News & Updates is our way to keep you informed about activities of the IERG, examples of Imaginative Education in action, interviews with practitioners, as well as short pieces giving in-depth insights into various aspects and programs of the Imaginative Education Research Group.

We welcome your feedback, and as always, please feel free to share this with your colleagues and students, so that everyone can stay connected.

View IERG Newsletter November 2014.

Taiwanese visitors

20 educators visited the IERG from Taiwan in October. The IERG has been involved with the Taiwanese project Program of Futures Imagination and Creativity in Education, which is funded by the Taiwanese Ministry of Education. The program is headed by Dr. I-heng Chen, Director of the Asia Pacific Human Resources Management (HRM) Research Center. Our energetic and impressive visitors spent the first 2 days of their stay, from Oct. 14 to 17th, in workshops learning about Imaginative Education in theory and practice. They then visited schools where imaginative educators demonstrated IE in action and where quite varied IE programs are being implemented—thank you Dario Demetlika, Pam Hagen, Jonathan Sclater, Stephanie Boileau, and Hannah Myles!—the teachers who demonstrated IE in action with their classes. It was inspiring to us as well as to the Taiwanese visitors. One day was also spent on the Learning in Depth Program—introducing the program for some but also providing support for those already doing LiD in Taiwan.

Dr. Amber Yun-Ping Lee wrote, in response to the picture below, “It showed how happy and grateful we were during our stay in Vancouver last week.” The picture shows, standing at the rear, the Taiwanese visitors and in the front a small group of the children of Division 2 of Westwood school. Their teacher and our host for the visit was Dr. Pamela Hagen, crouched near the front right of the picture. Our grateful thanks to her!

Taiwanese visitors

Rethinking Science Education

Philosophical Perspectives

By: Roland M. Schulz

Picture-26-100x150Scottsdale, AZ: Information Age Publishing, 2014.

This book presents a “philosophy of science education” as a research field as well as its value for curriculum, instruction and teacher pedagogy.

It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several “reform waves” has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. It argues that educational theory can support teacher’s pedagogical content knowledge and that history, philosophy and sociology of science should inform and influence pedagogy. Some case studies are provided which examine the nature of science and the nature of language to illustrate why and how a philosophy of science education contributes to science education reform. It seeks to contribute in general to the improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teach science is to have a philosophical frame of mind—about the subject, about education, about one’s personal teacher identity.

CONTENTS

Abstract. Preface. Acknowledgments. Introduction: Philosophical Perspectives on Science Education. Chapter 1: Defining the Identity of the Philosophy of Science Education: Surveying the Terrain. Chapter 2: Science Education Reform and the Need for Philosophy of Science: Education and Educational Theory. Chapter 3: Philosophy of Science Education and Kieran Egan’s Educational Metatheory. Chapter 4: Philosophy of Science Education, Epistemology, and Nature of Science (NoS). Chapter 5: Philosophy of Science Education and Nature of Language. Chapter 6: Conclusion. References. About the Author.