Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for the Arts, Humanities, and Social Sciences

Fortalecimiento de la formación de los estudiantes de Educación Básica como aprendices de investigador

“…Sus reacciones marcan un camino hacia la redacción informada y pertinente de artículos científicos, la participación en ponencias y el mejoramiento de su preparación para afrontar con éxito la formulación de su trabajo de titulación. Por otra parte, su integración no solo les permitió un nivel elevado de asimilación de los contenidos, sino potenciar sus habilidades para aprender y pensar, (Blessinger y Carfora 2014;Hernández et al, 2011, y Kellet, 2005.…”

Corpus-Based Data-Driven Learning to Augment L2 Students’ Vocabulary Repertoire

“…Today, discovery learning appears to exist on a continuum from pure inquiry to guided inquiry. In this article, the term inquiry-based learning (IBL) refers to the learning approach that is inquiry-oriented and holds students accountable for their learning (Blessinger & Carfora, 2014). The approach the same time recognizes the teachers' role to scaffold the process of inquiry to achieve curricular goals (Coffman, 2017).…”

“…He highlights the study finding of Alfieri, Brooks, Aldrich, and Tenenbaum (2011) examining the efficacy of discovery-based learning which concludes that students benefit more from instructional approaches that allow scaffolded tasks and feedback for them to construct new understanding built on their existing knowledge. In response to the critics of IBL including those of Kirschner et al (2006), Blessinger & Carfora (2014) suggest that a significant number of studies has persuasively argued for IBL as a promising instructional strategy when properly designed and implemented. IBL can promote student engagement, motivation, autonomy, and problem-solving skills when the teacher plan the course and facilitate the learning effectively (Blessinger & Carfora, 2014, p. 5).…”

“…The contemporary IBL continues to be an approach to learning that is self-directed, question-driven, and problems relevant (Levy, Lameras, McKinney, & Ford, 2011). In achieving the expected learning outcomes, instructional goals, content, and practices must correspond to the learning assessment (Blessinger & Carfora, 2014). Although the students are held accountable for their learning, teachers as the subject matter experts need to provide ample support for them to engage in authentic and meaningful activities (Blessinger & Carfora, 2014;Coffman, 2017).…”

“…In achieving the expected learning outcomes, instructional goals, content, and practices must correspond to the learning assessment (Blessinger & Carfora, 2014). Although the students are held accountable for their learning, teachers as the subject matter experts need to provide ample support for them to engage in authentic and meaningful activities (Blessinger & Carfora, 2014;Coffman, 2017). As teachers engage students through the scaffolded learning process, the integration of digital technologies potentially enhances their learning.…”