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Adventuring: A grounded theory discovered through the analysis of science teaching and learning

Author(s): Katrina M. Maloney, M.Sc., Ed.D.

Journal: Grounded Theory Review : an International Journal
ISSN 1556-1542

Volume: 4;
Issue: 3;
Date: 2005;
Original page

Keywords: adventuring | science education | scientific thinking | grounded theory

The grounded theory of adventuring, derived from the substantive area of science teaching and learning, explains both why scientific thinking is an evolutionarily important trait and illustrates a common thread throughout a variety of teaching and learning behaviors. The core concept of adventuring incorporates the categories of exploring, mavericking, and acquiring and applying skills that are the hallmarks of positive science education. Learning science is difficult due to the higher order cognitive skills required. This study explains how we could be teaching and learning science in a way for which our brains are best suited, and in ways that reach all learners, and encourages the use of adventuring in all classrooms.
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