Narrative Structure in Inquiry-Based Learning

Sorgulama Temelli̇ Matemati̇k Yaklaşiminin, Öğretmen Adaylarinin Matemati̇ksel Düşünme Süreçleri̇ni̇ Geli̇şti̇rmeleri̇ne Etki̇si̇: Bi̇r Eylem Araştirmasi

“…that they expected to learn in the course. Kinsey and Moore (2014) discussed that some students prefer traditional teaching methods for two main reasons. First, the IBL approach is quite different from the teaching approaches that they have experienced over the years and thus they are not accustomed to this approach.…”

Textiles Literacy: Implementing Inquiry-Based Learning in a Basic Textiles Class

“…IBL is already being used extensively in K-12 and is highly advocated in higher education (Aditomo et al, 2013). Several disciplines have already been evaluating the use of IBL in higher education, particularly those in the STEM (science, technology, engineering, math) fields which value processes of scientific inquiry (Cooper et al, 2017; Davis, 2018; Ernst et al, 2017; Kinsey & Moore, 2015; Lazonder & Harmsen, 2016). IBL has been successfully implemented in higher education including introductory-level college courses (Davis, 2018).…”

Does technology flatten authenticity? Exploring the use of digital storytelling as a learning tool in mental health nurse education

“…As such, they can facilitate learning in ways that traditional lectures and tutorials cannot, an assertion which owes much to their ability to 'tap into imagination, emotions and form new and meaningful connections between existing areas of knowledge' (Moon & Fowler, 2008: 232). Kinsey and Moore (2014) pick up the potential of stories and their capacity to enrich learning opportunities in subjects where they might not seem to fit, in their case, mathematics. Citing Aristotle, they identify the key component of a story as being a well-constructed plot, into which they add the need for conflict and its resolution.…”