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Inquiry-based learning for the arts, humanities and social sciences : a conceptual and practical resource for educators

Patrick Blessinger editor.; John M. Carfora editor.; Arshad Ahmad contributor.

2014

Online access

  • Title:
    Inquiry-based learning for the arts, humanities and social sciences : a conceptual and practical resource for educators
  • Author: Patrick Blessinger editor.; John M. Carfora editor.; Arshad Ahmad contributor.
  • Description: Front Cover; Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators; Copyright page; Contents; List of Contributors; Series Editor's Introduction; Foreword; Part I: Concepts and Principles; Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for the Arts, Humanities, and Social Sciences; Introduction; Adoption Principles; Implementation Benefits; Theoretical Framing; Chapter Overviews; Conclusion; References; Investigating the Role of an Inquiry-Based Approach to Learning; Introduction
    Study Context and AssignmentTriggering Event; Exploration; Integration; Resolution; Methods of Investigation; Data Collection; Data Analysis; Findings; Triggering Event; Exploration; Integration; Resolution; Triggering Event; Exploration; Integration; Resolution; Discussion and Recommendations; Triggering Event; Exploration; Integration; Resolution; Conclusion; References; A First-Year Social Sciences Inquiry Course: The Interplay of Inquiry and Metacognition to Enhance Student Learning; Introduction; Metacognition; The Design and Implementation of Inquiry 1SS3; Phase I; Phase II
    The Five Stages of InquiryExploration; Question and Problem Identification; Methods of Investigation; Collection and Analysis of Data; Development of Conclusions and Communication of Results; Moving Forward; Notes; References; Part II: Practices and Strategies; Inquiry-Based Learning for Language Learning: The Case of French Advanced Level at the University of Manchester (UK); Introduction; EBL for EBL: The Initial Project; Evaluation of the First Project; EBL in Phonetics; EBL in Grammar; Creating a Collaborative Learning Environment
    Enhancing Cognitive Skills (Grammar Knowledge and Learning How to Learn)Promoting the Acquisition of Transferable Skills; Year Abroad; Project Limitations and Future Project Enhancement; Interpreting; Employability; Conclusion; Notes; References; Appendix A; Here is an Example of a Grammar-Based Scenario Used in the First Project; Appendix B; Here is an Example of a Phonetics-Based Scenario from the First Project; Appendix C; Here is an Example of a PAGeS Scenario, Together with the Facilitator's Notes (in French); Coup de foudre dans le train; Facilitator's Notes; Appendix D
    Here is an Example of a Scenario Used for the Interpreting CourseInterpreting Brief; Inquiry-Based Learning for Interprofessional Education; Educational and Professional Context for Inquiry-Based Learning; Why Inquiry-Based Learning; IBL Promotes Professional Identity Development; Group-Based IBL Mirrors Required Collaboration Skills; IBL Promotes Deep Interdisciplinary Learning; The Development of the Inquiry-Based Learning Process; Initial Considerations; Developing the Scenario; The IBL Process; Evaluation; Outcomes of Evaluation; IBL Processes
    The Value of the Case Scenario as Trigger and Learning Object
    This volume is the second in the series covering the many issues and concepts of how inquiry-based learning (IBL) can be applied to arts, humanities, and social sciences programs.
  • Publication Date: 2014
  • Publisher: Bingley, England : Emerald
  • Format: 1 online resource (528 p.).
  • Identifier: ISBN 1-78441-236-8
  • Subjects: Inquiry-based learning; Thought and thinking -- Study and teaching (Higher); Critical thinking -- Study and teaching (Higher); Electronic books
  • Language: English
  • Source: 01DAL UDM ALMA

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