Ruth Amos - Academia.edu (original) (raw)

Books by Ruth Amos

Sheldrake, R., Amos, R. & Reiss, M. J. (2019) Children and Nature: A Research Evaluation for the Wildlife Trusts. Newark: The Wildlife Trusts. Available at https://www.wildlifetrusts.org/sites/default/files/2019-11/Children%20and%20Nature%20-%20UCL%20and%20The%20Wildlife%20Trusts%20Full%20Report.pdf, 2019

This study looked at the impact of Wildlife Trust events that involved children learning about na... more This study looked at the impact of Wildlife Trust events that involved children learning about nature while out of doors. The research surveyed 451 children before and after they undertook Wildlife Trust events, and also undertook observations of and interviews with 199 of the children, 17 of their teachers, and 17 Wildlife Trust
practitioners delivering the events.

The quantitative analysis accounted for children having different characteristics (such as gender and age), undertaking different Wildlife Trust events, having different initial levels of engagement with nature-related aspects of life (such as spending time outdoors in nature or reading books about nature), and having different initial levels of well-being, nature connection, and pro-environmental values. Increases were
revealed over time for the children’s subjective well-being, nature connection, and pro-environmental values.

These findings were supported through the children’s reflections on their own experiences, and through the observations and interviews. Children’s enjoyment
levels were seen to be high; their motivation and engagement were high; and they exhibited curiosity, active observation, and engagement with nature.

Much has been written on childhood experiences of gardens as places in which physical and imagina... more Much has been written on childhood experiences of gardens as places in which physical and imaginary experiences converge (e.g. Pollan, 1991). Similarly, recent research has examined the capacity of gardens and school grounds to provide artefacts and spaces for children to assimilate into imagined worlds (e.g. Malone & Tranter, 2003; Dowdell et al., 2011). In addition, a growing body of evidence affirms the rich educational opportunities provided by cultivated gardens and other outdoor landscapes (e.g. Rickinson et al., 2004; Malone, 2008).
The role that learning away from the traditional classroom plays in education has a long history; for example, Johann Comenius (1592-1670) argued that education should be a social process, much of which should occur outside of normal schooling (Braund & Reiss, 2004; Nundy, 2001). The educational theorists Pestalozzi (1746-1827), Froebal (1782-1852), Montessori (1870-1952) and Dewey (1859-1952) all highlight aspects of learning out-of-doors. In particular they see cultivated gardens as environments in which to engage in active learning. By the time of Darwin in the Victorian era, informal learning about science had become embedded in society, with the rapid advances in science and technology leading many people to visit science exhibitions and museums, as well as zoological and botanical collections; with these experiences being seen as important for ‘lifelong learning’ (Anderson, 1997; Braund & Reiss, 2004). In addition, creating personal collections of flowers and fossils and going on public excursions to observe and learn the names of plants and animals was part of the fabric of Victorian life, activities which extended across boundaries of class (Secord, 1994). Darwin himself was immersed in collecting beetles from an early age (see Chapter 7) and driven by a deep curiosity to explore the natural world (see Chapter 27).
Modern science lessons inhabit a range of environments beyond the classroom: science centres and museums, field visits, trips to universities and research institutions, botanic gardens and zoological collections (for example, Braund & Reiss, 2004; Sanders, 2007) along with the more local environments of parks, school gardens and adjacent streets (for example, Ross-Russell, 2001; Johnson, 2012). Darwin focused much of his science on learning out-of-doors and was interested in a broad range of both cultivated and other outdoor landscapes, whether it was the work he carried out on insectivorous plants in his glasshouses at Down House or his systematic surveys of the meadows surrounding his home (see Chapters 19 ). This chapter highlights the role cultivated and other outdoor landscapes can play in developing children’s understanding of the living world.

Papers by Ruth Amos

1970. They were therefore researching what was happening within the training programme for which ... more 1970. They were therefore researching what was happening within the training programme for which they carried considerable responsibility. The teachers, who agreed to work on the project, and the schools were well known to them.

International Journal of Science Education, 2012

This research arises from an EU FP7 project (Promoting Attainment of Responsible Research & Innov... more This research arises from an EU FP7 project (Promoting Attainment of Responsible Research & Innovation in Science Education, PARRISE) designed to support teachers in promoting inquiry through socio-scientific issues. There are three features behind the SSIBL framework: an authentic question or problem with a scientific component which derives from student interest and the perceived need for change; proposed actions which address the question; and enactions which encompass processes in enabling action. SSIBL is not hierarchical and is predicated on the basis that solutions contain the seeds of new questions. In that sense it reflects Deweyan inquiry where emergent scientific knowledge is based on the need for change and action. SSIBL presents a pedagogic challenge because it problematises the epistemological boundary between normative questions on one hand and descriptive statements on the other. Another challenge is that authentic questions on socio-scientific issues do not necessar...

Inevitably, reading is one of the requirements to be undergone. To improve the performance and qu... more Inevitably, reading is one of the requirements to be undergone. To improve the performance and quality, someone needs to have something new every day. It will suggest you to have more inspirations, then. However, the needs of inspirations will make you searching for some sources. Even from the other people experience, internet, and many books. Books and internet are the recommended media to help you improving your quality and performance.

The School science review, 2018

SSIBL engages learners with local and global issues in which science and technology are interwove... more SSIBL engages learners with local and global issues in which science and technology are interwoven aiming to empower them to become active agents of change for their local communities. Within the PARRISE project, we worked with pre-service teachers on prioritising an ‘it matters’ approach to science education using strategies presented in this article. Using the chemistry curriculum, consumerism and the over-use of the Earth’s resources as linked contexts, we discuss strategies for enabling students to raise authentic inquiry questions, for considering the ethical dimensions of technology use, and for working with evidence when learning about climate change.

eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ Reuse Items deposited in White Rose Rese... more eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item.

The School science review, 2006

In this article we evaluate the effects that residential field courses had for 428 KS3 (11-14 yea... more In this article we evaluate the effects that residential field courses had for 428 KS3 (11-14 year-old) students from 10 London schools in 2004. Teachers and students reported that levels of motivation and participation were very high, particularly where activities were adventure-based rather than purely academic. Many students surpassed their own expectations of achievement during the courses, and both students and teachers felt that the general levels of trust in others and the self-confidence shown by the students on the courses were higher than in school. Teachers were very impressed overall by the development of teamwork skills amongst the students and the vast majority of students maintained or built positive relationships with each other, with teachers and with centre staff. However, although students generally recognised that they had used or learnt new subject-specific skills, few teachers had planned how to monitor the effectiveness of the learning opportunities or how to ...

Amos, Ruth and Reiss, Michael (2011) Residential fieldwork: contributions to school science from ... more Amos, Ruth and Reiss, Michael (2011) Residential fieldwork: contributions to school science from a five-year initiative for inner-city students in the UK. In: Authenticity in biology education: benefits and challenges. a selection of papers presented at the 8th Conference of European Researchers in Didactics of Biology (ERIDOB), 13-17 July 2010, University of Minho, Braga, Portugal. UNSPECIFIED, pp. 379-390.

The School science review, 2018

Sheldrake, R., Amos, R. & Reiss, M. J. (2019) Children and Nature: A Research Evaluation for the Wildlife Trusts. Newark: The Wildlife Trusts. Available at https://www.wildlifetrusts.org/sites/default/files/2019-11/Children%20and%20Nature%20-%20UCL%20and%20The%20Wildlife%20Trusts%20Full%20Report.pdf, 2019

This study looked at the impact of Wildlife Trust events that involved children learning about na... more This study looked at the impact of Wildlife Trust events that involved children learning about nature while out of doors. The research surveyed 451 children before and after they undertook Wildlife Trust events, and also undertook observations of and interviews with 199 of the children, 17 of their teachers, and 17 Wildlife Trust
practitioners delivering the events.

The quantitative analysis accounted for children having different characteristics (such as gender and age), undertaking different Wildlife Trust events, having different initial levels of engagement with nature-related aspects of life (such as spending time outdoors in nature or reading books about nature), and having different initial levels of well-being, nature connection, and pro-environmental values. Increases were
revealed over time for the children’s subjective well-being, nature connection, and pro-environmental values.

These findings were supported through the children’s reflections on their own experiences, and through the observations and interviews. Children’s enjoyment
levels were seen to be high; their motivation and engagement were high; and they exhibited curiosity, active observation, and engagement with nature.

Much has been written on childhood experiences of gardens as places in which physical and imagina... more Much has been written on childhood experiences of gardens as places in which physical and imaginary experiences converge (e.g. Pollan, 1991). Similarly, recent research has examined the capacity of gardens and school grounds to provide artefacts and spaces for children to assimilate into imagined worlds (e.g. Malone & Tranter, 2003; Dowdell et al., 2011). In addition, a growing body of evidence affirms the rich educational opportunities provided by cultivated gardens and other outdoor landscapes (e.g. Rickinson et al., 2004; Malone, 2008).
The role that learning away from the traditional classroom plays in education has a long history; for example, Johann Comenius (1592-1670) argued that education should be a social process, much of which should occur outside of normal schooling (Braund & Reiss, 2004; Nundy, 2001). The educational theorists Pestalozzi (1746-1827), Froebal (1782-1852), Montessori (1870-1952) and Dewey (1859-1952) all highlight aspects of learning out-of-doors. In particular they see cultivated gardens as environments in which to engage in active learning. By the time of Darwin in the Victorian era, informal learning about science had become embedded in society, with the rapid advances in science and technology leading many people to visit science exhibitions and museums, as well as zoological and botanical collections; with these experiences being seen as important for ‘lifelong learning’ (Anderson, 1997; Braund & Reiss, 2004). In addition, creating personal collections of flowers and fossils and going on public excursions to observe and learn the names of plants and animals was part of the fabric of Victorian life, activities which extended across boundaries of class (Secord, 1994). Darwin himself was immersed in collecting beetles from an early age (see Chapter 7) and driven by a deep curiosity to explore the natural world (see Chapter 27).
Modern science lessons inhabit a range of environments beyond the classroom: science centres and museums, field visits, trips to universities and research institutions, botanic gardens and zoological collections (for example, Braund & Reiss, 2004; Sanders, 2007) along with the more local environments of parks, school gardens and adjacent streets (for example, Ross-Russell, 2001; Johnson, 2012). Darwin focused much of his science on learning out-of-doors and was interested in a broad range of both cultivated and other outdoor landscapes, whether it was the work he carried out on insectivorous plants in his glasshouses at Down House or his systematic surveys of the meadows surrounding his home (see Chapters 19 ). This chapter highlights the role cultivated and other outdoor landscapes can play in developing children’s understanding of the living world.

1970. They were therefore researching what was happening within the training programme for which ... more 1970. They were therefore researching what was happening within the training programme for which they carried considerable responsibility. The teachers, who agreed to work on the project, and the schools were well known to them.

International Journal of Science Education, 2012

This research arises from an EU FP7 project (Promoting Attainment of Responsible Research & Innov... more This research arises from an EU FP7 project (Promoting Attainment of Responsible Research & Innovation in Science Education, PARRISE) designed to support teachers in promoting inquiry through socio-scientific issues. There are three features behind the SSIBL framework: an authentic question or problem with a scientific component which derives from student interest and the perceived need for change; proposed actions which address the question; and enactions which encompass processes in enabling action. SSIBL is not hierarchical and is predicated on the basis that solutions contain the seeds of new questions. In that sense it reflects Deweyan inquiry where emergent scientific knowledge is based on the need for change and action. SSIBL presents a pedagogic challenge because it problematises the epistemological boundary between normative questions on one hand and descriptive statements on the other. Another challenge is that authentic questions on socio-scientific issues do not necessar...

Inevitably, reading is one of the requirements to be undergone. To improve the performance and qu... more Inevitably, reading is one of the requirements to be undergone. To improve the performance and quality, someone needs to have something new every day. It will suggest you to have more inspirations, then. However, the needs of inspirations will make you searching for some sources. Even from the other people experience, internet, and many books. Books and internet are the recommended media to help you improving your quality and performance.

The School science review, 2018

SSIBL engages learners with local and global issues in which science and technology are interwove... more SSIBL engages learners with local and global issues in which science and technology are interwoven aiming to empower them to become active agents of change for their local communities. Within the PARRISE project, we worked with pre-service teachers on prioritising an ‘it matters’ approach to science education using strategies presented in this article. Using the chemistry curriculum, consumerism and the over-use of the Earth’s resources as linked contexts, we discuss strategies for enabling students to raise authentic inquiry questions, for considering the ethical dimensions of technology use, and for working with evidence when learning about climate change.

eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ Reuse Items deposited in White Rose Rese... more eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item.

The School science review, 2006

In this article we evaluate the effects that residential field courses had for 428 KS3 (11-14 yea... more In this article we evaluate the effects that residential field courses had for 428 KS3 (11-14 year-old) students from 10 London schools in 2004. Teachers and students reported that levels of motivation and participation were very high, particularly where activities were adventure-based rather than purely academic. Many students surpassed their own expectations of achievement during the courses, and both students and teachers felt that the general levels of trust in others and the self-confidence shown by the students on the courses were higher than in school. Teachers were very impressed overall by the development of teamwork skills amongst the students and the vast majority of students maintained or built positive relationships with each other, with teachers and with centre staff. However, although students generally recognised that they had used or learnt new subject-specific skills, few teachers had planned how to monitor the effectiveness of the learning opportunities or how to ...

Amos, Ruth and Reiss, Michael (2011) Residential fieldwork: contributions to school science from ... more Amos, Ruth and Reiss, Michael (2011) Residential fieldwork: contributions to school science from a five-year initiative for inner-city students in the UK. In: Authenticity in biology education: benefits and challenges. a selection of papers presented at the 8th Conference of European Researchers in Didactics of Biology (ERIDOB), 13-17 July 2010, University of Minho, Braga, Portugal. UNSPECIFIED, pp. 379-390.

The School science review, 2018

Pre-service science teachers need to understand the nuances of moving from description of scienti... more Pre-service science teachers need to understand the nuances of moving from description of scientific phenomena to explanation, and particularly how to transform explanations for school science. This understanding underpins good science teaching. Slowmation-creation requires active research into, and deconstruction of, accepted and alternative ideas, followed by re-construction using explanatory tools which are meaningful for learners. Slowmation therefore allows PSTs to actively build science explanations by designing novel representations for abstract entities. When PSTs design, create and present slowmations, then discuss intended meanings of signs and symbols with peers, they begin to develop the skills of reflective practice.

The School science review, 2012

In the midst of challenges facing school science education in providing students with authentic l... more In the midst of challenges facing school science education in providing students with authentic learning experiences aimed at development of important life skills for future citizens, a project at the London 2012 Olympic Park is providing a unique opportunity for urban field visits in the built environment. The Field Studies Council is bringing science students to the ‘View Tube’, to engage in fierce debate over whether the Olympic Delivery Authority’s claims about ‘the most sustainable Olympic Games ever’ stand up to scrutiny. Students have been exploring narrative evidence thoughtfully and, to date, opinions are mixed.