Finding a common ground for practitioners and theorists within learning
In this reverse session, we will present five different cases where practitioners and theorists are working together. These cases exemplifies creation of a common ground and understanding. Common for all these innovative activities, is that they show how interdisciplinary work can enhance quality in our programs and activities.
Some of the questions to be discussed: Which aspects of learning experiences do practitioners find important and can they be founded in theory? How can theorists see results of their studies integrated in or altering our practice? How can researchers learn from practitioners?
After the short presentations, there will be group discussions, topics may be:
– The many ways to relate theory and practice.
– How can we develop awareness and interest in the issue of building a tighter relationship between researchers and practitioners?
In summary, we aim to find a concrete outcome of this session that can evolve further. That will be the challenge, are you ready?
Session speakers
Professor of science and environmental education
This presentation looks at how a research agenda for natural history institutions was developed through a series of seminars involving practitioners and researchers from a range of disciplines.
Senior Research Scientist
Bevan will share results from the Research+Practice Collaboratory, including what we are learning about the role of research-practice partnerships to advance theory, improve practice, and produce evidence of change.
Content developer and educator
We want to be in the center when it comes to learning about nature in the Netherlands. We have to know how and what families and pupils learn by using our products. Content developers and explainers set up experiments together to learn about education and improve our products. In the presentation I will give examples of the experiments we did and share the outcomes.
Content developer and educator
As a practitioner, without formal education in learning, how can I develop a theoretical framework for learning at my science center? In my presentation, I will share our experiences from this ongoing process: How do we think our guests learn, and does our opinions correlate with learning theory? How can we facilitate a good learning environment? How to involve and engage colleagues in such a way that they get ownership to the framework I aim to develop. Demands of formalization are of increasing importance in collaboration with owners, sponsors, politicians or researchers.
