2007 Conference Archive
Copyright
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Abstract
This research was guided by the following research questions: 1) Does multiple-source learning provide a new lens for the observation of reflective teaching and learning practices? 2) Is there evidence which shows that the practices adopted by one teacher fostered this kind of thinking among students, and if so, what were those practices? The participants in this study were 22 university students in a first-year writing class and their instructor, chosen because of the instructor's interest in encouraging active learning. Data were collected over one semester through videotapes of classroom instruction, formal and informal interviews, and class documents. Data were analyzed using constant comparison and simple descriptive statistics. Results showed the instructor facilitated student engagement through her use of probing questions, symbolism and metaphors, and experiences within this class.
Location
Room 1909
Publication Type and Release Option
Event
Recommended Citation
Zengaro, Franco; Zengaro, Sally; and Iran-Nejad, Asghar, "Curiosity and Questioning: Quality Learning in the Classroom" (2007). SoTL Commons Conference. 11.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/11
Curiosity and Questioning: Quality Learning in the Classroom
Room 1909
This research was guided by the following research questions: 1) Does multiple-source learning provide a new lens for the observation of reflective teaching and learning practices? 2) Is there evidence which shows that the practices adopted by one teacher fostered this kind of thinking among students, and if so, what were those practices? The participants in this study were 22 university students in a first-year writing class and their instructor, chosen because of the instructor's interest in encouraging active learning. Data were collected over one semester through videotapes of classroom instruction, formal and informal interviews, and class documents. Data were analyzed using constant comparison and simple descriptive statistics. Results showed the instructor facilitated student engagement through her use of probing questions, symbolism and metaphors, and experiences within this class.
