Abstract
Students and teachers may have substantially divergent mind-sets in relation to a specific discipline. Often, the teaching method can reduce this divergence by sharing different experiences or incorporating transdisciplinary approaches. We, the authors of this chapter, are a biologist and a palaeogeneticist in the early stages of our careers as educators. We will initially explore our diverse experiences as students (e.g., approaches we liked and disliked or simply found interesting). We will then discuss how we are trying to use our experiences to make complex subjects interesting to our own students today, as we have both recently started to teach botany, ethnobotany, and bioarcheology.
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Acknowledgments
This chapter has been written “with the assistance of the Government of Canada/avec l’appui du gouvernement du Canada.” Many thanks are also due to the Hakai Network for Coastal People, Ecosystems, and Management (Simon Fraser University, Burnaby, BC, Canada) and the Tula Foundation (Heriot Bay, BC, Canada).
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Savo, V., Arndt, U. (2014). From Learning to Teaching: Bridging Students’ Experience and Teachers’ Expectations. In: Quave, C. (eds) Innovative Strategies for Teaching in the Plant Sciences. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-0422-8_4
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DOI: https://doi.org/10.1007/978-1-4939-0422-8_4
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