This page has only limited features, please log in for full access.
Today, insect applications for food and feed are of strong economic, ecological and social interest. Despite their tremendous potential, insects still elicit negative associations in the mindset of Western consumers, which is attributed to a lack of knowledge and scarce opportunities for engagement in this topic. The citizen science project ‘six-legged livestock’ aims to increase the potential of the insect Hermetia illucens (black soldier fly), merging the topics ‘waste re-valorisation’ and ‘protein production’ as a cross-link to circular economy. Workshops were held in four school classes, involving 89 pupils, aged 15 to 18 years old. Making use of organic wastes, participating school classes ran eight rearing systems containing a total of 1800 H. illucens larvae. In the four-week experiments, the pupils monitored larval growth and development. Evidently, the pupils were highly motivated to run their rearing systems and fulfil their working tasks. Furthermore, negative associations with insects, including phobia and scepticism decreased, while excitement for the topic increased after hands-on work with the insects. The presented project may be considered an innovative approach paving the way for the establishment of insects as an important educational tool, since they are still underrepresented in scholarly curricula, despite the public outrage over insect decline.
Andreas Walter; Thomas Klammsteiner; Magdalena Gassner; Carina Desirée Heussler; Suzanne Kapelari; Markus Schermer; Heribert Insam. Black Soldier Fly School Workshops as Means to Promote Circular Economy and Environmental Awareness. Sustainability 2020, 12, 9574 .
AMA StyleAndreas Walter, Thomas Klammsteiner, Magdalena Gassner, Carina Desirée Heussler, Suzanne Kapelari, Markus Schermer, Heribert Insam. Black Soldier Fly School Workshops as Means to Promote Circular Economy and Environmental Awareness. Sustainability. 2020; 12 (22):9574.
Chicago/Turabian StyleAndreas Walter; Thomas Klammsteiner; Magdalena Gassner; Carina Desirée Heussler; Suzanne Kapelari; Markus Schermer; Heribert Insam. 2020. "Black Soldier Fly School Workshops as Means to Promote Circular Economy and Environmental Awareness." Sustainability 12, no. 22: 9574.
This paper presents findings from a study carried out as part of BigPicnic, a European Commission’s Horizon 2020 project. BigPicnic brought together members of the public, scientists, policy-makers and industry representatives to develop exhibitions and science cafés. Across 12 European and one Ugandan botanic gardens participating in the study, we surveyed 1189 respondents on factors and motives affecting their food choices. The study highlights the importance that cultural knowledge holds for understanding food choices and consumer preferences. The findings of this study are discussed in the wider context of food security issues related to sustainable food choice, and the role of food as a form of cultural heritage. Specifically, the findings underline the importance of the impact of food preferences and choices on achieving sustainability, but also indicate that heritage is a key parameter that has to be more explicitly considered in definitions of food security and relevant policies on a European and global level.
Suzanne Kapelari; Georgios Alexopoulos; Theano Moussouri; Konstantin J. Sagmeister; Florian Stampfer. Food Heritage Makes a Difference: The Importance of Cultural Knowledge for Improving Education for Sustainable Food Choices. Sustainability 2020, 12, 1509 .
AMA StyleSuzanne Kapelari, Georgios Alexopoulos, Theano Moussouri, Konstantin J. Sagmeister, Florian Stampfer. Food Heritage Makes a Difference: The Importance of Cultural Knowledge for Improving Education for Sustainable Food Choices. Sustainability. 2020; 12 (4):1509.
Chicago/Turabian StyleSuzanne Kapelari; Georgios Alexopoulos; Theano Moussouri; Konstantin J. Sagmeister; Florian Stampfer. 2020. "Food Heritage Makes a Difference: The Importance of Cultural Knowledge for Improving Education for Sustainable Food Choices." Sustainability 12, no. 4: 1509.
Kritisches Denken (KD) gilt weitläufig als ein fundamentales Bildungsziel. In naturwissenschaftsdidaktischer Literatur wird diskutiert, dass KD einen Rahmen für die Auseinandersetzung mit den Konzepten Socio-Scientific Issues und Nature of Science bildet. Dennoch fehlt in der Naturwissenschaftsdidaktik ein einvernehmliches Verständnis des Konstrukts KD, was die Weiterentwicklung des Forschungsgebietes und die Implementierung in den naturwissenschaftlichen Unterricht erschwert. Das hier vorgestellte theoriegeleitete Synergiemodell des kritischen Denkens fasst den abstrakten wissenschaftlichen Diskurs für die naturwissenschaftsdidaktische Forschung und die Unterrichtsentwicklung zusammen. Es schafft sowohl eine Grundlage für die Analyse von Unterrichtsprozessen als auch eine Diskussionsbasis für die Verständigung über die Charakteristika von KD im Kontext von naturwissenschaftlicher Bildung und gesellschaftlichen Herausforderungen. Aufbauend auf der theoretischen Klärung werden Desiderata für die fachspezifische Konzeptualisierung sowie die explizite Implementierung des Konstrukts KD in den naturwissenschaftlichen Unterricht und die Aus- und Weiterbildung von Lehrkräften naturwissenschaftlicher Fächer abgeleitet. Ziel dieses Artikels ist es, einen wissenschaftlichen sowie einen davon ausgehenden praktischen Diskurs darüber anzuregen, welche Charakteristika KD im naturwissenschaftlichen Unterricht auszeichnen. Critical Thinking is widely considered a fundamental educational goal. In science education research, critical thinking is discussed as a framework for dealing with the concepts socio-scientific issues and nature of science. However, a lack of consensus regarding the construct of critical thinking complicates developing the research field and implementing critical thinking in science education. The proposed theory-led Synergy Model of Critical Thinking summarises the complex scientific discourse for teaching practice and science education research. It provides a basis for the analysis of teaching processes and stimulates discussions about the characteristics of critical thinking in the context of science education and socio-scientific issues. Based on the theoretical clarification, we derive desiderata for the subject-specific conceptualisation of the construct critical thinking as well its explicit implementation in science teaching and teacher education. This article aims at clarifying critical thinking and stimulating both a scientific and practical discourse on the characteristics of critical thinking in science education.
Susanne Rafolt; Suzanne Kapelari; Kerstin Kremer. Kritisches Denken im naturwissenschaftlichen Unterricht – Synergiemodell, Problemlage und Desiderata. Zeitschrift für Didaktik der Naturwissenschaften 2019, 25, 63 -75.
AMA StyleSusanne Rafolt, Suzanne Kapelari, Kerstin Kremer. Kritisches Denken im naturwissenschaftlichen Unterricht – Synergiemodell, Problemlage und Desiderata. Zeitschrift für Didaktik der Naturwissenschaften. 2019; 25 (1):63-75.
Chicago/Turabian StyleSusanne Rafolt; Suzanne Kapelari; Kerstin Kremer. 2019. "Kritisches Denken im naturwissenschaftlichen Unterricht – Synergiemodell, Problemlage und Desiderata." Zeitschrift für Didaktik der Naturwissenschaften 25, no. 1: 63-75.
Citizen science is a rapidly growing emerging field in science and it is gaining importance in education. Therefore, this study was conducted to document the pedagogical content knowledge (PCK) of biology teachers who participated in a citizen science project involving observation of wild bees and identification of butterflies. In this paper, knowledge about how these biological methods can be taught to students is presented. After two years in the project, four teachers were interviewed and their PCK was captured in the form of content representations (CoRes) and Pedagogical and Professional-Experience Repertoires (PaP-eRs). These results can help future citizen science projects to link their activities to the school curriculum. But not only success can be reported: although one of the project team’s aims was to make the Nature of Science accessible to the teachers and students in the course of the project, the teachers did not take this aspect into account. This paper discusses the possible reasons and proposes various strategies for improving citizen science in the context of school biology learning.
Martin Scheuch; Tanja Panhuber; Silvia Winter; Julia Kelemen-Finan; Manfred Bardy-Durchhalter; Suzanne Kapelari. Butterflies & wild bees: biology teachers’ PCK development through citizen science. Journal of Biological Education 2018, 52, 79 -88.
AMA StyleMartin Scheuch, Tanja Panhuber, Silvia Winter, Julia Kelemen-Finan, Manfred Bardy-Durchhalter, Suzanne Kapelari. Butterflies & wild bees: biology teachers’ PCK development through citizen science. Journal of Biological Education. 2018; 52 (1):79-88.
Chicago/Turabian StyleMartin Scheuch; Tanja Panhuber; Silvia Winter; Julia Kelemen-Finan; Manfred Bardy-Durchhalter; Suzanne Kapelari. 2018. "Butterflies & wild bees: biology teachers’ PCK development through citizen science." Journal of Biological Education 52, no. 1: 79-88.
From 2007-2013 the European 7th Framework Program Science in Society (FP7) funded a multitude of formal and informal educational institutions to join forces and engage in alternative ways to teach science—inside and outside the classroom—all over Europe. This book reports on one of these projects named INQUIRE which was developed and implemented to support 14 Botanic Gardens and Natural History Museums in 11 European countries, to establish a collaborative learning network and expand their understanding of inquiry based science teaching (IBST).Suzanne Kapelari provides insight into the complex theoretical background and practical considerations that informed the project design and which guided the consortium through a three-year process of collaborative knowledge creation. ‘Expansive Learning Theory’ is fundamental to this approach and places emphasis on communities as learners, on transformation and creation of culture, on horizontal movement and hybridization of knowledge, and on the formation of theoretical concepts.This book is to be considered for planning and running international science education projects as well as a multifaceted theoretical underpinning of teaching. It serves as a conceptual and practical resource for formal and informal science educators and project managers.This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 266616.
Suzanne Kapelari. Garden Learning: A Study on European Botanic Gardens Collaborative Learning Processes. Garden Learning: A Study on European Botanic Gardens Collaborative Learning Processes 2015, 1 .
AMA StyleSuzanne Kapelari. Garden Learning: A Study on European Botanic Gardens Collaborative Learning Processes. Garden Learning: A Study on European Botanic Gardens Collaborative Learning Processes. 2015; ():1.
Chicago/Turabian StyleSuzanne Kapelari. 2015. "Garden Learning: A Study on European Botanic Gardens Collaborative Learning Processes." Garden Learning: A Study on European Botanic Gardens Collaborative Learning Processes , no. : 1.
Suzanne Kapelari. Collaborative Pedagogical Content Knowledge Creation in Heterogeneous Learning Communities. Understanding Science Teachers’ Professional Knowledge Growth 2015, 135 -154.
AMA StyleSuzanne Kapelari. Collaborative Pedagogical Content Knowledge Creation in Heterogeneous Learning Communities. Understanding Science Teachers’ Professional Knowledge Growth. 2015; ():135-154.
Chicago/Turabian StyleSuzanne Kapelari. 2015. "Collaborative Pedagogical Content Knowledge Creation in Heterogeneous Learning Communities." Understanding Science Teachers’ Professional Knowledge Growth , no. : 135-154.