LEADER 05537nam 2200709 450 001 9910463898403321 005 20200903223051.0 010 $a1-78441-236-8 035 $a(CKB)2670000000587068 035 $a(EBL)1896279 035 $a(SSID)ssj0001434636 035 $a(PQKBManifestationID)11816965 035 $a(PQKBTitleCode)TC0001434636 035 $a(PQKBWorkID)11421576 035 $a(PQKB)11140453 035 $a(MiAaPQ)EBC1896279 035 $a(Au-PeEL)EBL1896279 035 $a(CaPaEBR)ebr11001419 035 $a(CaONFJC)MIL680995 035 $a(OCoLC)894276416 035 $a(EXLCZ)992670000000587068 100 $a20150117h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aInquiry-based learning for the arts, humanities and social sciences $ea conceptual and practical resource for educators /$fedited by Patrick Blessinger ; John M. Carfora ; created in partnership with the International Higher Education Teaching and Learning Association ; contributors, Arshad Ahmad [and forty-four others] 210 1$aBingley, England :$cEmerald,$d2014. 210 4$dİ2014 215 $a1 online resource (528 p.) 225 0 $aInnovations in Higher Education Teaching and Learning,$x2055-3641 ;$vVolume 2 300 $aDescription based upon print version of record. 311 $a1-78441-237-6 311 $a1-322-49713-3 320 $aIncludes bibliographical references at the end of each chapters and indexes. 327 $aFront 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 327 $aStudy 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 327 $aThe 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 327 $aEnhancing 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 327 $aHere 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 327 $aThe Value of the Case Scenario as Trigger and Learning Object 330 $aThis volume is the second in the series covering the many issues and concepts of how inquiry-based learning (IBL) can be applied to arts, humanities, and social sciences programs. 410 0$aInnovations in Higher Education Teaching and Learning 606 $aInquiry-based learning 606 $aThought and thinking$xStudy and teaching (Higher) 606 $aCritical thinking$xStudy and teaching (Higher) 608 $aElectronic books. 615 0$aInquiry-based learning. 615 0$aThought and thinking$xStudy and teaching (Higher) 615 0$aCritical thinking$xStudy and teaching (Higher) 676 $a371.3 702 $aBlessinger$b Patrick 702 $aCarfora$b John M. 702 $aAhmad$b Arshad 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463898403321 996 $aInquiry-based learning for the arts, humanities and social sciences$92109232 997 $aUNINA