Inquiry-based learning for the arts, humanities, and social sciences : a conceptual and practical resource for educators
著者
書誌事項
Inquiry-based learning for the arts, humanities, and social sciences : a conceptual and practical resource for educators
（Innovations in higher education teaching and learning, v. 2）
Emerald, 2014
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注記
"Created in partnership with the International Higher Education Teaching and Learning Association, HETL, Highter Education Teaching & Learning"
Includes bibliographical references and indexes
内容説明・目次
内容説明
Inquiry-based learning (IBL) is a learner-centered and active learning environment where deep learning is cultivated by a process of inquiry owned by the learner. IBL has its roots in a constructivist educational philosophy and it is oriented around at least three components: 1) exploration and discovery (e.g. problem-based learning, open meaning-making), 2) authentic investigations using contextualized learning (e.g. field studies, case studies), and 3) research-based approach (e.g. research-based learning, project-based learning). IBL encourages more self-regulated learning because the primary responsibility is on the learners to determine the issues and research questions and the resources they need to address the questions. In this way, learning occurs across all learning domains (affective, cognitive, and social) because different types of knowledge are acquired though experience with complex, real-life problems. This volume serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.
目次
About the Authors.
Copyright page.
Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators.
Subject Index.
List of Contributors.
Innovations in Higher Education Teaching and Learning.
Author Index.
Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators.
Foreword.
Investigating the Role of an Inquiry-Based Approach to Learning.
A First-Year Social Sciences Inquiry Course: The Interplay of Inquiry and Metacognition to Enhance Student Learning.
Inquiry-Based Learning for Interprofessional Education.
Inquiry-Based Teaching and Learning in Counseling Ethics Education.
Using Inquiry-Based Learning to Identify Issues and Develop Pedagogical Awareness of Teaching with Technology: A Self-Study from a Pre-Service Teacher Education Class.
Five Elements Leading to Better Learning Environments: Case Yrityslabra.
Can Practical Wisdom be Taught in Business Schools? An Inquiry-Based Learning Approach for Management Education.
Extending Inquiry-Based Education in Creative Disciplines through Assessment.
Using Inquiry-Based Learning to Teach Additional Languages in a High School Context.
Making Historians Digitally: Social Bookmarking and Inquiry-Based Learning in History in Higher Education in the UK.
Making the Case for Inquiry-Based Teaching in an Economics Curriculum.
The Feasibility of Inquiry-Based Learning - An Irish Perspective. Exploring the Role and Motivation of Inquiry-Based Learning in Social Studies - An Irish Higher Education Experience.
Historical Detectives at Work: A Casebook Approach to Guided-Inquiry for Undergraduate Learning.
Growing Teachers for a New Age: Nurturing Constructivist, Inquiry-Based Teaching.
Aesthetic Education and Discover New York: Inquiry, the Arts and Civic Engagement.
Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for the Arts, Humanities, and Social Sciences.
Developing an Improving Stance Toward Research in Preservice Teachers.
A Study of Inquiry-Based Learning in Action: An Example from a First-Year Marketing Principles Course.
Changing Landscapes of Education: Teaching Architecture through Inquiry-Based Approaches.
Inquiry-Based Learning for Language Learning: The Case of French Advanced Level at the University of Manchester (UK).
Series editor's introduction.
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