Injecting Inquiry-Oriented Modules into Calculus
Injecting Inquiry-Oriented Modules into Calculus
复制标题
将面向探究的模块注入微积分中
DOI：
--
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
T. Shelton
中科院分区：
文献类型：
--
作者：
T. Shelton
摘要在一门课程中实施基于探究的模块可以是有效的，并使教师能够进行实验，而不会完全改变整个课程。对于新接触探究性学习(IBL)的教师，我们将说明这种做法的特点，并指出强大的IBL社区的优点。基于探究的方法可能会缓解微积分I中目前常见的一些问题。我们提出了两种活动和证据，证明了它们的有效性和适应性，并描述了它们的POGIL引导式探究学习方式，以提高人们对学习过程的认识。我们分享了“以传统为导向”的教职员工过渡到更多以学生为中心的教学方法的经验，反思了结合使用教学风格的优势。
Abstract Implementing inquiry-based modules within a course can be effective and enable instructor experimentation, without completely transforming an entire course. For instructors new to inquiry-based learning (IBL), we state hallmarks of the practice and point out the merits of strong IBL communities. An inquiry-based approach may alleviate some current common issues in Calculus I. We present two activities and evidence of their effectiveness and adaptability, and describe their POGIL style of guided inquiry learning that raises awareness of the learning process. We share the experience of a “traditionally-oriented” faculty member transitioning to a more student-centered pedagogy, reflecting on advantages of using a combination of pedagogical styles.