Inquiry-based learning and the international student

Bache, Ian; Hayton, Richard

doi:10.1080/13562517.2011.640998

Cited by 23 publications

(26 citation statements)

References 13 publications

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“…Students are actively involved and learn within the context in which knowledge is to be used (Chin & Chia, 2004). The role of the teacher is to facilitate this process of problemsolving (Bache & Hayton, 2012;Chin & Chia, 2004, Vasconcelos, 2012, for example, by monitoring discussion and intervening when appropriate, asking questions that probe accuracy, relevance, and depth of information and analyses, raising new issues for consideration, and fostering students participation (Allen, Donham, & Bernhardt, 2011, p. 23). This methodology is included in the Inquiry-Based Teaching perspective, which constitutes a dynamic process, in which learning is a process of continuous thinking that involves flexibility and judgment.…”

Section: Problem Based Learning As An Inquiry Strategymentioning

confidence: 98%

“…This NOS knowledge is fundamental in order to teach NOS aspects (Akerson, Buzzelli & Donnelly, 2009) through methodologies that promote activities in which students develop knowledge and the understanding of scientific ideas, as well as catch on how scientists study the natural world. One of these methodologies is Problem Based Learning (PBL) (Bache & Hayton, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Problem-Based Learning And Nature of Science: A Study With Science Teachers

Moutinho

Torres

Fernandes

et al. 2015

Procedia - Social and Behavioral Sciences

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Problem-Based Learning, a methodology that builds on problems to develop students' new knowledge, can also be useful in helping students to learn Nature of Science. Prospective science teachers' conceptions regarding Nature of Science and its teaching through Problem-Based Learning were analyzed by applying a semi-structured interview. Nine respondents recognized that this methodology promote research activities and contribute to the learning of some aspects of scientific inquiry. Moreover, they specifically considered that Problem-Based Learning may foster the understanding of the tentative nature of scientific knowledge and of the role of creativity implicit in scientific endeavor. Authors consider that more attention should be given to the contemporary Nature of Science views and to its consistent teaching through this methodology.

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Section: Problem Based Learning As An Inquiry Strategymentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Problem-Based Learning And Nature of Science: A Study With Science Teachers

Moutinho

Torres

Fernandes

et al. 2015

Procedia - Social and Behavioral Sciences

View full text Add to dashboard Cite

show abstract

“…Reflective activities and discussion (as mentioned above) seemed to play a key role in facilitating student realization about the value of information literacy. Research has shown that reflective writing can help educators track information literacy development (Nutefall 2005) and it is thought that reflective writing can be beneficial in helping students develop metacognitive skills and develop personal strategies for enhancing and monitoring their thinking and feelings (Branch 2003). …”

Section: Reflection Inquiry and Information Literacymentioning

confidence: 99%

Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development

McKinney

2013

Journal of Librarianship and Information Science

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Inquiry-based learning describes a range of learner-centred pedagogies increasingly employed in Higher Education where students learn through engaging in open-ended research and inquiry. It is acknowledged that this type of pedagogical approach requires advanced information literacy capabilities in students, and that there is a need to support the development of information literacy in inquiry-based learning curricula. This paper reports on the evaluation of a selection of curriculum development projects undertaken at a UK University that implemented inquiry-based learning and information literacy development. Data was collected using a "Theory of Change" evaluation methodology and analysed using a qualitative thematic approach. It was found that educators need to make explicit to students the need to develop information literacy to support their inquiries, and that dedicated approaches to facilitation from peers, librarians and academics are helpful when designing inquiry-based learning. KeywordsInquiry-based learning, information literacy, pedagogy

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“…Regarding students of East Asian origin studying in Western universities in particular, a number of scholars refer to an academic cultural gap due to their previous exposure to Confucian or traditional didactic teaching methods (e.g. Bache and Hayton, 2012;Rajaram and Collins, 2013). Typical of this view is Aoki's comment: "In contrast to Western education in which students are encouraged to engage in debate, Confucian education has emphasized rote learning and memorization" (Aoki, 2008: 35).…”

Section: International Student Challengesmentioning

confidence: 99%

Narrowing the attainment gap between domestic and international students: use of a simulation and experiential learning in mixed-cohort strategic management teaching.

Kerridge¹,

Simpson²

2019

EasyChair Preprints

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In this article we present an Action Research project which attempted to address the significant performance gap between domestic and international students on an undergraduate Business Management course at a UK university business school. In designing a final year strategy module around a business simulation, we provided international students with opportunities for active engagement through collaborative tasks, which we hoped would lead to enhanced performance and deeper engagement with teamwork, leadership and negotiation skills when studying in mixed-nationality cohorts. Recent figures from Universities UK International (2017) indicate that the UK receives almost half a million international students each year, with about 30% of these doing some form of Business and Administrative Studies. China is by far the largest country of origin, followed by Malaysia, USA, India and Nigeria. Within the Business Management subjects, international students make up about 27% of the total at undergraduate level and 63% on postgraduate taught courses. As many of the international students are on ‘top-up’ courses, the proportion of international students in a final year BM programme can be considerably higher.

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Inquiry-based learning and the international student

Cited by 23 publications

References 13 publications

Problem-Based Learning And Nature of Science: A Study With Science Teachers

Problem-Based Learning And Nature of Science: A Study With Science Teachers

Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development

Narrowing the attainment gap between domestic and international students: use of a simulation and experiential learning in mixed-cohort strategic management teaching.

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