Multicultural Democracy and Inquiry Pedagogy

DeWitt, Scott W.

doi:10.1080/1467598032000117079

Cited by 13 publications

(5 citation statements)

References 5 publications

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“…The Internet can be a powerful source for such research, challenging students to investigate problems that are authentic, connected to the curriculum and interdisciplinary areas. The Internet can also help in the presentation and disclosure of the findings of such projects (DeWitt, 2003;Risinger, 1998;Falvo, 1994;Thompson et al, 2004). Finally, the evidence indicates that teachers use the Internet, as it is in their classrooms because the possibilities seem obvious, and they want to be involved with the trend of technology.…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ attitude towards the Uses of Internet

Rehman¹,

Hunjra²,

Safwan³

et al. 2010

IJBM

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Internet is a useful tool for all in a technologically advanced world. Internet use for education is very important. It is now in practice to teach school to college to get more out of it. In this study, the emphasis is given on the most important success factor that investigates about Internet usage by students of the University, whether it is an effective learning tool for students and teachers and also examines the level of use Internet and whether the Internet is useful for distance learners. The sample of the data is taken from the universities of the twin cities (Islamabad and Rawalpindi). The quantitative technique for data analysis was SPSS. The results reveal that most students find that the Internet knowledge is essential for students and teachers. Above all respondents in the questionnaire that students feel comfortable using the Internet and provides substantial information and half of those surveyed felt that Internet use is difficult in school. Results show that the Internet is easier to use then the collection of research tools, while the Internet is very important. It is recommended that students should align their potential for significant and positive use of the Internet. Further it is recommended also to educate students to use basic Internet tools.

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Section: Literature Reviewmentioning

confidence: 99%

Students’ attitude towards the Uses of Internet

Rehman¹,

Hunjra²,

Safwan³

et al. 2010

IJBM

View full text Add to dashboard Cite

show abstract

“…For Downloaded by [Illinois Wesleyan University] at 21:56 02 November 2014 example, Wang and Liu's (2006) study revealed that the openness, diversification, and interactivity of the Internet can promote self-directed learning, collaborative learning, and personalized learning. Similarly, other researchers have suggested that the Internet can serve as a source for students to conduct authentic and interdisciplinary research, and to present and communicate their research projects (DeWitt, 2003;Risinger, 1998;Solomon, 2003;Thiers, 2004;Shiveley & VanFossen, 2005).…”

Section: Literature Reviewmentioning

confidence: 97%

Internet Use Among Middle School Students in School and at Home: What Can We Learn From a U.S.–China Comparison?

Lei

Zhou

Wang

2009

Computers in the Schools

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“…Children collaborate as they question and explore a common goal or interest [15]. Inquiry-based pedagogy values "building on students' prior knowledge, scaffolding new experiences and the students' construction of knowledge" ( [16], p. 281). Inquiry-based learning has been described in a number of ways including guided inquiry [17], knowledge building [18], and open inquiry [19] to name a few.…”

Section: Inquiry-based Learningmentioning

confidence: 99%

21st Century Pedagogies and Citizenship Education: Enacting Elementary School Curriculum Using Critical Inquiry-Based Learning

Cleovoulou¹

2021

Teacher Education in the 21st Century - Emerging Skills for a Changing World

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How elementary teachers address citizenship is important in 21st century teaching and learning. Situating citizenship education within the varied global contexts of schooling and connecting content to pedagogical approach is a complex task. Even so, citizenship education can be the philosophical underpinning, or vision, for a teaching pedagogy that engages students in active, creative, and critical ways. This chapter illustrates key features and priorities for citizenship education by exploring the concepts of perspective taking, inquiry pedagogy and critical pedagogy and how they work together using the example of elementary school Social Studies in a Canadian context. Using examples from previous studies and narratives from elementary school teachers, this chapter includes portraits of classroom teachers’ work using a critical inquiry-based approach. The chapter illustrates how resources can be used in teachers’ planning to design learning that is nestled in citizenship education. Government curriculum documents as well as scholarly literature and teaching resources can support critical-inquiry for citizenship education. This teaching can lead to active, engaged citizens. There are many approaches to citizenship education; drawing awareness to perspectives and pedagogical possibilities is essential in teacher development. Teacher education is the ideal place for introducing and connecting foundations of education to best practice.

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Multicultural Democracy and Inquiry Pedagogy

Cited by 13 publications

References 5 publications

Students’ attitude towards the Uses of Internet

Students’ attitude towards the Uses of Internet

Internet Use Among Middle School Students in School and at Home: What Can We Learn From a U.S.–China Comparison?

21st Century Pedagogies and Citizenship Education: Enacting Elementary School Curriculum Using Critical Inquiry-Based Learning

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