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

Presentation (Open Access)

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Nov 1st, 4:00 PM Nov 1st, 4:45 PM

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.