ET-Restructuring
ET-Standards-based Education
What is inquiry-guided learning?
Lee, V. S. (2012). What is inquiry-guided learning?. New Directions For Teaching & Learning, 2012(129), 5-14.
Inquiry-guided learning has widespread appeal for a variety of institutions of higher education throughout the world. As a suite of teaching strategies that defies a simple prescription for practice, inquiry-guided learning challenges practitioners to develop conceptual frameworks that describe inquiry as a site of student learning rather than of traditional scholarship.
In this article, the author displays how inquiry-guided learning is beneficial and as a subset of active learning. Inquiry-Guided learning promotes the acquisition of new knowledge, abilities, and attitudes through students independent investigation of questions, problems, and issues. The author indicates this teaching strategy requires faculty members to reimagine their discipline as a framework for learning rather than a framework of scholarship. That it is advantageous for institution to bridge their teaching and research missions and enhance the intellectual culture of their campuses. Overall, the idea provides an optimistic intake towards a desirable student learning outcome.
What is inquiry-guided learning?
Lee, V. S. (2012). What is inquiry-guided learning?. New Directions For Teaching & Learning, 2012(129), 5-14.
Inquiry-guided learning has widespread appeal for a variety of institutions of higher education throughout the world. As a suite of teaching strategies that defies a simple prescription for practice, inquiry-guided learning challenges practitioners to develop conceptual frameworks that describe inquiry as a site of student learning rather than of traditional scholarship.
In this article, the author displays how inquiry-guided learning is beneficial and as a subset of active learning. Inquiry-Guided learning promotes the acquisition of new knowledge, abilities, and attitudes through students independent investigation of questions, problems, and issues. The author indicates this teaching strategy requires faculty members to reimagine their discipline as a framework for learning rather than a framework of scholarship. That it is advantageous for institution to bridge their teaching and research missions and enhance the intellectual culture of their campuses. Overall, the idea provides an optimistic intake towards a desirable student learning outcome.
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