دورية أكاديمية
Critical Inquiry across the Disciplines: Strategies for Student-Generated Problem Posing
| العنوان: | Critical Inquiry across the Disciplines: Strategies for Student-Generated Problem Posing |
|---|---|
| اللغة: | English |
| المؤلفون: | Nardone, Carroll Ferguson, Lee, Renee Gravois |
| المصدر: | College Teaching. 2011 59(1):13-22. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| وصف مادي: | |
| Page Count: | 10 |
| تاريخ النشر: | 2011 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| الواصفات: | Higher Education, Interdisciplinary Approach, Learning Activities, Inquiry, Critical Thinking, Problem Solving, Course Content, Problem Based Learning |
| DOI: | 10.1080/87567555.2010.489077 |
| تدمد: | 8756-7555 |
| مستخلص: | Problem posing is a higher-order, active-learning task that is important for students to develop. This article describes a series of interdisciplinary learning activities designed to help students strengthen their problem-posing skills, which requires that students become more responsible for their learning and that faculty move to a facilitator role. Developing students' problem-posing skills and allowing them to grapple with course content can lead to deeper levels of understanding and improved critical thinking. In turn, students are more likely to be able to move their newfound knowledge beyond the classroom. (Contains 3 notes, 1 table, and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 28 |
| Entry Date: | 2011 |
| رقم الانضمام: | EJ910121 |
| قاعدة البيانات: | ERIC |
| تدمد: | 8756-7555 |
|---|---|
| DOI: | 10.1080/87567555.2010.489077 |