Inquiry-Based Learning for the Arts, Humanities and Social Sciences: a Conceptual and Practical Resource for Educators
Gespeichert in:
| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Bingley
Emerald Group Publishing Limited
2014
|
| Ausgabe: | 1st ed |
| Schriftenreihe: | Innovations in higher education teaching and learning
v. 2 |
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Print version record. - The Value of the Case Scenario as Trigger and Learning Object |
| Beschreibung: | 1 online resource (528 pages) |
| ISBN: | 1784412368 9781784412364 |
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| 300 | |a 1 online resource (528 pages) | ||
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| 490 | 0 | |a Innovations in higher education teaching and learning |v v. 2 | |
| 500 | |a Print version record. - The Value of the Case Scenario as Trigger and Learning Object | ||
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 650 | 4 | |a Learning | |
| 650 | 4 | |a Multicultural education | |
| 650 | 4 | |a Teaching | |
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| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
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| 650 | 7 | |a Critical thinking / Study and teaching (Higher) |2 fast | |
| 650 | 7 | |a Inquiry-based learning |2 fast | |
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| 650 | 4 | |a Inquiry-based learning | |
| 650 | 4 | |a Thought and thinking |x Study and teaching (Higher) | |
| 650 | 4 | |a Critical thinking |x Study and teaching (Higher) | |
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| 700 | 1 | |a Carfora, John M. |e Sonstige |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Blessinger, Patrick |t Inquiry-Based Learning for the Arts, Humanities and Social Sciences : A Conceptual and Practical Resource for Educators |
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| contents | 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 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 |
| ctrlnum | (OCoLC)894276416 (DE-599)BVBBV043030948 |
| dewey-full | 378.2 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 378 - Higher education (Tertiary education) |
| dewey-raw | 378.2 |
| dewey-search | 378.2 |
| dewey-sort | 3378.2 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 1st ed |
| format | Electronic eBook |
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| id | DE-604.BV043030948 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:15:28Z |
| institution | BVB |
| isbn | 1784412368 9781784412364 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-028455598 |
| oclc_num | 894276416 |
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| owner_facet | DE-1046 DE-1047 |
| physical | 1 online resource (528 pages) |
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| series2 | Innovations in higher education teaching and learning |
| spelling | Inquiry-Based Learning for the Arts, Humanities and Social Sciences a Conceptual and Practical Resource for Educators 1st ed Bingley Emerald Group Publishing Limited 2014 1 online resource (528 pages) txt rdacontent c rdamedia cr rdacarrier Innovations in higher education teaching and learning v. 2 Print version record. - The Value of the Case Scenario as Trigger and Learning Object 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 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 Learning Multicultural education Teaching EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Higher bisacsh Critical thinking / Study and teaching (Higher) fast Inquiry-based learning fast Thought and thinking / Study and teaching (Higher) fast Inquiry-based learning Thought and thinking Study and teaching (Higher) Critical thinking Study and teaching (Higher) Blessinger, Patrick 1964- Sonstige (DE-588)1196714630 oth Carfora, John M. Sonstige oth Erscheint auch als Druck-Ausgabe Blessinger, Patrick Inquiry-Based Learning for the Arts, Humanities and Social Sciences : A Conceptual and Practical Resource for Educators http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=929139 Aggregator Volltext |
| spellingShingle | Inquiry-Based Learning for the Arts, Humanities and Social Sciences a Conceptual and Practical Resource for Educators 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 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 Learning Multicultural education Teaching EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Higher bisacsh Critical thinking / Study and teaching (Higher) fast Inquiry-based learning fast Thought and thinking / Study and teaching (Higher) fast Inquiry-based learning Thought and thinking Study and teaching (Higher) Critical thinking Study and teaching (Higher) |
| title | Inquiry-Based Learning for the Arts, Humanities and Social Sciences a Conceptual and Practical Resource for Educators |
| title_auth | Inquiry-Based Learning for the Arts, Humanities and Social Sciences a Conceptual and Practical Resource for Educators |
| title_exact_search | Inquiry-Based Learning for the Arts, Humanities and Social Sciences a Conceptual and Practical Resource for Educators |
| title_full | Inquiry-Based Learning for the Arts, Humanities and Social Sciences a Conceptual and Practical Resource for Educators |
| title_fullStr | Inquiry-Based Learning for the Arts, Humanities and Social Sciences a Conceptual and Practical Resource for Educators |
| title_full_unstemmed | Inquiry-Based Learning for the Arts, Humanities and Social Sciences a Conceptual and Practical Resource for Educators |
| title_short | Inquiry-Based Learning for the Arts, Humanities and Social Sciences |
| title_sort | inquiry based learning for the arts humanities and social sciences a conceptual and practical resource for educators |
| title_sub | a Conceptual and Practical Resource for Educators |
| topic | Learning Multicultural education Teaching EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Higher bisacsh Critical thinking / Study and teaching (Higher) fast Inquiry-based learning fast Thought and thinking / Study and teaching (Higher) fast Inquiry-based learning Thought and thinking Study and teaching (Higher) Critical thinking Study and teaching (Higher) |
| topic_facet | Learning Multicultural education Teaching EDUCATION / Administration / General EDUCATION / Organizations & Institutions EDUCATION / Higher Critical thinking / Study and teaching (Higher) Inquiry-based learning Thought and thinking / Study and teaching (Higher) Thought and thinking Study and teaching (Higher) Critical thinking Study and teaching (Higher) |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=929139 |
| work_keys_str_mv | AT blessingerpatrick inquirybasedlearningfortheartshumanitiesandsocialsciencesaconceptualandpracticalresourceforeducators AT carforajohnm inquirybasedlearningfortheartshumanitiesandsocialsciencesaconceptualandpracticalresourceforeducators |