Description:
Abstract: This paper examines the position and role of 'place' in primary school curriculum. Drawing on the research literature and preliminary data the paper analyses a re-imagined environmental education program at a primary school. Innovative and collaborative processes that depict children as integral designers of a new garden place are discussed. Focus is given to the school ground as an important site for teaching and learning. The role of an ecological centre designed to teach children about sustainable building principles is discussed. Attention is drawn to the importance of children as place makers via endeavours that encourage and support children's fascination and affinity with outdoor places in the school ground. Tending a food garden is proposed as a significant pedagogical pathway for nurturing children's sense of wonder and enabling familiarity and a love of the natural world. Keywords: place, place makers, children, school ground, natural world, gardening
Description:
Abstract: This paper examines the position and role of 'place' in primary school curriculum. Drawing on the research literature and preliminary data the paper analyses a re-imagined environmental education program at a primary school. Innovative and collaborative processes that depict children as integral designers of a new garden place are discussed. Focus is given to the school ground as an important site for teaching and learning. The role of an ecological centre designed to teach children about sustainable building principles is discussed. Attention is drawn to the importance of children as place makers via endeavours that encourage and support children's fascination and affinity with outdoor places in the school ground. Tending a food garden is proposed as a significant pedagogical pathway for nurturing children's sense of wonder and enabling familiarity and a love of the natural world. Keywords: place, place makers, children, school ground, natural world, gardening
Description:
This paper presents a technique that was used in the development of Mechatronics courses in Thailand and Australia. The technique was based on project-based learning and industry engagement. Mechatronics course development was supported by AusAID grant to the Royal Thai Government (RTG) to establish six different mechatronics programs in six Universities. Mechanisms were established to ensure industrypsilas input throughout the stages of mechatronics course development at each University. This paper discusses those mechanisms.