Expanding institutionalized learning spaces in/for science teacher education: the case of a community garden in Ottawa

Giuliano Reis; Harveen Sandhu

doi:10.24109/2176-6673.emaberto.35i115.5424

Giuliano Reis Faculty of Education at the University of Ottawa, Canada
Harveen Sandhu Genvironment, Canada

DOI: https://doi.org/10.24109/2176-6673.emaberto.35i115.5424

Palabras clave: formación de profesores de ciencias, aprendizaje basado en la comunidad, pedagogía basada en el lugar, jardín comunitario

Resumen

El objetivo del presente informe de experiencia es compartir y reflexionar sobre los puntos de vista y experiencias de los autores sobre la adopción de una pedagogía basada en el sitio, en un jardín comunitario, para crear un espacio de aprendizaje de ciencias dentro de un programa institucionalizado de formación de profesores de ciencias en Ottawa, Canadá. Los eventos descritos aquí se basan en recuerdos sueltos (autobiográficos) de situaciones que ocurrieron en los últimos cinco años en los cursos de métodos de ciencias realizados por el primer autor mientras llevaba a los profesores a una excursión por un jardín comunitario urbano local. Además, presentamos una muestra seleccionada de comentarios informales recogidos de los participantes, para respaldar nuestro argumento de que los espacios urbanos al aire libre no institucionalizados pueden ofrecer oportunidades valiosas para enriquecer la experiencia de los profesores estudiantes de ciencias en los programas de formación docente.

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Biografía del autor/a

Giuliano Reis, Faculty of Education at the University of Ottawa, Canada

Has PhD in Sicence Education (University of Victoria, Canada), and is an Associate Professor at the Faculty of Education at the University of Ottawa, Canada.

Harveen Sandhu, Genvironment, Canada

Has a Master of Education (University of Ottawa, Canada) and works for Genvironment. She is also a Research Assistant with the Isha Foundation’s Save Soil Campaign.

Citas

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