A Multi-Faceted Approach to Inquiry-Based Learning
Abstract
In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make several adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome. A stepwise approach to this transformation is likely to be more manageable for individual faculty or departments. In this session, we will describe several features that we are implementing in our introductory geology course with the ultimate goal of converting to an entirely inquiry-based approach. Our project is part of the Miami University initiative in the top 25 enrolled courses to move towards the “student as scholar” model for engaged learning. Some of the features we developed for our course include: student learning outcomes, student development outcomes, out-of-class content quizzes, in-class conceptests, pre-/post-course assessment, reflective knowledge surveys, and daily group activities.
- Publication:
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AGU Fall Meeting Abstracts
- Pub Date:
- December 2009
- Bibcode:
- 2009AGUFMED41B0531B
- Keywords:
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- 0810 EDUCATION / Post-secondary education;
- 0820 EDUCATION / Curriculum and laboratory design;
- 0825 EDUCATION / Teaching methods