CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Active Learning in a Math for Liberal Arts Classroom

Tác giả

Lenz L.

Năm xuất bản

2015

Source title

PRIMUS

Số trích dẫn

10

DOI

10.1080/10511970.2014.971474

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924341361&doi=10.1080%2f10511970.2014.971474&partnerID=40&md5=ca74bfc141a95bc843e4f552d3ad8bd0

Tóm tắt

Abstract: Inquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college. Activity design, student responses, class management, and student and instructor attitudes are discussed. © , Copyright © Taylor & Francis Group, LLC.

Từ khóa

active learning; activities; group work; Inquiry-based learning; math for liberal arts

Tài liệu tham khảo

Angel A.A., A Survey of Mathematics with Applications, (2009); Cooper M.C., An assessment of the effect of collaborative group work on students’ problem solving strategies and abilities, Journal of Chemical Education, 85, 6, pp. 866-872, (2008); Farrell J.M., A guided inquiry general chemistry course, Journal of Chemical Education, 76, pp. 570-574, (1999); Johnson D.J., Cooperative learning returns to colleges, What evidence is there that it works? Change, 30, 4, pp. 26-35, (1998); Lewis J.L., An evaluation of a peer-led guided inquiry alternative, Journal of Chemical Education, 82, 1, pp. 135-139, (2005); Lou Y.A., Effects of within-class grouping on student achievement, Journal of Educational Research, 94, 2, pp. 101-112, (2000); McKnight, Unpublished results, (2004); Ruder S.H., POGIL in chemistry courses an a large urban university. In R. S. Moog (Ed), Process Oriented Guided Inquiry Learning, pp. 133-147, (2008); Schroeder C.S., A meta-analysis of national research: Effects of teaching strategies on student achievement: An exploratory model, The Journal of Educational Research, 44, 10, pp. 1436-1460, (2007); Straumanis A.S., A multi-institutional assessment of the use of POGIL in organic chemistry. In R. S. Moog (Ed), Process Oriented Guided Inquiry Learning, pp. 226-239, (2008)

Nơi xuất bản

Bellwether Publishing, Ltd.

Hình thức xuất bản

Article

Open Access

Nguồn

Scopus