Gotowe bibliografie tematyczne / Cooperative inquiry

Gotowa bibliografia na temat „Cooperative inquiry”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 9 marca 2023

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Cooperative inquiry”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Cooperative inquiry"

1

Reason, Peter, Peter Park, Mary Brydon-Miller, Budd Hall i Ted Jackson. "Cooperative Inquiry". Curriculum Inquiry 26, nr 1 (1996): 81. http://dx.doi.org/10.2307/1179902.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Ingram, Stephen. "Cooperative Intuitionism". Philosophical Quarterly 70, nr 281 (20.03.2020): 780–99. http://dx.doi.org/10.1093/pq/pqaa011.

Pełny tekst źródła
Streszczenie:
Abstract According to pluralistic intuitionist theories, some of our moral beliefs are non-inferentially justified, and these beliefs come in both an a priori and an a posteriori variety. In this paper, I present new support for this pluralistic form of intuitionism by examining the deeply social nature of moral inquiry. This is something that intuitionists have tended to neglect. It does play an important role in an intuitionist theory offered by Bengson, Cuneo, and Shafer-Landau, but whilst they invoke the social nature of moral inquiry in order to argue that ordinary moral intuitions are trustworthy, my argument focuses on what I will call the ‘frontiers’ of moral inquiry. I will show that inclusive and cooperative dialogue is necessary at moral inquiry's frontiers, and that intuitionists can expect such dialogue to result in both a priori and a posteriori moral beliefs.
Style APA, Harvard, Vancouver, ISO itp.
3

Zhu, Shengyin, Xiangzhen He, Yerong Hu i Yihao Zhang. "The Practical Application of Cooperative Inquiry Model in the Teaching for Tibetan College Students". Theory and Practice in Language Studies 10, nr 3 (1.03.2020): 325. http://dx.doi.org/10.17507/tpls.1003.09.

Pełny tekst źródła
Streszczenie:
The cooperative inquiry teaching mode refers to a teaching mode in which the teacher guides the students to learn the main knowledge points in the way of "independence, inquiry and cooperation" and communicate deeply through group inquiry, so as to better meet the requirements of cognitive and emotional goals in the course. The cooperative inquiry teaching mode is one of the effective models of English teaching, which focuses on students' learning and highlights the true, harmonious and efficient teaching concept. On the basis of practice, this paper discusses the specific application of cooperative inquiry teaching mode in English Teaching for Tibetan college students.
Style APA, Harvard, Vancouver, ISO itp.
4

Woods-McConney, Amanda, Marold Wosnitza i Keryn L. Sturrock. "Inquiry and groups: student interactions in cooperative inquiry-based science". International Journal of Science Education 38, nr 5 (23.03.2016): 842–60. http://dx.doi.org/10.1080/09500693.2016.1169454.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Ospina, Sonia, Waad El Hadidy i Amparo Hofmann-Pinilla. "Cooperative inquiry for learning and connectedness". Action Learning: Research and Practice 5, nr 2 (lipiec 2008): 131–47. http://dx.doi.org/10.1080/14767330802185673.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

SYAMSIYAH, YUNI NOER. "PENERAPAN MODEL KOOPERATIF TIPE INQUIRI PADA PEMBELAJARAN IKATAN KIMIA UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR". SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 2, nr 2 (20.06.2022): 144–51. http://dx.doi.org/10.51878/science.v2i2.1233.

Pełny tekst źródła
Streszczenie:
The activity level of students in class X IPA 2 SMAN 10 Pandeglang before the study was 12.5% ??and the average learning outcome was 42.4. Inquiry type cooperative learning provides many opportunities for students to express opinions, ask and answer questions, so that all students can be actively involved in the learning process. The application of the inquiry type cooperative learning model is able to provide learning experiences about various phenomena or facts so that students are able to conclude or find answers that are certain in accordance with the objectives of using inquiry learning strategies, namely developing the ability to think systematically, logically and critically. This study aims to improve student activity and learning outcomes in chemical bonding learning through the inquiry type cooperative learning model. This classroom action research consists of 2 cycles, with 4 stages, namely planning, implementation, observation and reflection. It was carried out on 32 students of class X IPA 2 of SMAN 10 Pandeglang in the 2017/2018 academic year. Based on the results of the study, it turned out that student activity increased by 43.62% from the first cycle of 38.18% and 81.8% in the second cycle. This shows that the application of the inquiry-type cooperative learning model can increase student activity. Student learning outcomes in the cognitive domain also increased by 43.75%, which came from the first cycle of 34, 38% and the second cycle of 78.13%. In general, the results showed that the application of the inquiry-type cooperative learning model could improve student activity and learning outcomes in chemical bonding learning at SMAN 10 Pandeglang. ABSTRAKTingkat keaktifan siswa kelas X IPA 2 SMAN 10 Pandeglang sebelum penelitian sebesar 12,5% dan rata-rata hasil belajarnya 42,4. Pembelajaran kooperatif tipe inquirí banyak memberikan kesempatan siswa saling mengemukakan pendapat, bertanya dan menjawab, maka semua siswa dapat terlibat aktif dalam proses pembelajaran. Penerapan model pembelajaran kooperatif tipe inquirí mampu memberikan pengalaman belajar tentang berbagai fenomena atau fakta sehingga siswa mampu menyimpulkan atau menemukan sendiri jawaban yang sudah pasti sesuai dengan tujuan dari penggunaan strategi pembelajaran inquirí yaitu mengembangkan kemampuan berpikir secara sistematis, logis dan kritis. Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar siswa pada pembelajaran ikatan kimia melalui model pembelajaran kooperatif tipe inquirí. Penelitian tindakan kelas ini terdiri atas 2 siklus, dengan 4 tahap yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Dilakukam pada 32 siswa kelas X IPA 2 SMAN 10 pandeglang tahun pelajaran 2017/2018. Berdasarkan hasil penelitian, ternyata aktivitas siswa meningkat 43,62% yang berasal dari siklus I sebesar 38,18% dan 81,8% pada siklus II. Hali ini menunjukkan bahwa penerapan model pembelajaran kooperatif tipe inquirí dapat meningkatkan aktivitas siswa. Hasil belajar siswa pada ranah kognitif juga meningkat sebesar 43,75% yang berasal dari siklus I sebesar 34, 38% dan siklus II sebesar 78,13%. Secara umum hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe inquirí dapat meningkatkan aktivitas dan hasil belajar siswa dalam pembelajaran ikatan kimia di SMAN 10 Pandeglang.
Style APA, Harvard, Vancouver, ISO itp.
7

Franken, Jason R. V., i Michael L. Cook. "Do Corporate Governance Recommendations Apply to U.S. Agricultural Cooperatives?" Sustainability 11, nr 19 (26.09.2019): 5321. http://dx.doi.org/10.3390/su11195321.

Pełny tekst źródła
Streszczenie:
A limited inquiry into cooperative governance and performance suggests that best practices from corporate governance literature may not apply uniformly to cooperatives. The rarely addressed issue of endogeneity limits confidence in recommendations for corporations and cooperatives alike and inference of recommendations for cooperatives is complicated by availability of appropriate performance measures. By accounting for the most commonly recognized sources of endogeneity and measuring overall cooperative performance, expectations of better performance by larger cooperatives with smaller boards are confirmed, while limited evidence is obtained on the expected positive effects of seating outside experts on the board.
Style APA, Harvard, Vancouver, ISO itp.
8

LLOYD, M., i A. CARSON. "Culture shift: carer empowerment and cooperative inquiry". Journal of Psychiatric and Mental Health Nursing 12, nr 2 (kwiecień 2005): 187–91. http://dx.doi.org/10.1111/j.1365-2850.2004.00816.x.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Siegel, Christine. "An ethnographic inquiry of cooperative learning implementation". Journal of School Psychology 43, nr 3 (maj 2005): 219–39. http://dx.doi.org/10.1016/j.jsp.2005.04.005.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Ji, Fang, i Hang Bo. "Function Design for Inquiry-Based Learning Platform Based on a Computer Network". International Journal of Emerging Technologies in Learning (iJET) 12, nr 02 (28.02.2017): 40. http://dx.doi.org/10.3991/ijet.v12i02.6043.

Pełny tekst źródła
Streszczenie:
This platform emphasizes the design of inquiry-based learning’s function and interaction and organization of information. In this platform, students can adopt independent research and cooperative learning modes and teachers can carry out remote guidance in the students’ learning activities, which improves the students’ innovation capabilities and the practical capabilities. This platform embodies the concept of inquiry-based learning and emphasizes the establishment of an ideal environment for in-depth learning, cooperative inquiry and announcing achievements. However, it cannot replace the teachers’ functions nor can it replace the students’ dominant positions, but it embodies student-centered and teacher-directed inquiry-based learning.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "Cooperative inquiry"

1

Puglielli, Leanne. "Experiential Cooperative Inquiry as a methodology for effective change /". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261485564.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Reimer, Andrew P. "A COOPERATIVE INQUIRY INVESTIGATION OF TRANSPORT NURSES’ DECISION MAKING AND EXPERTISE". Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270242549.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Whitney-Cooper, Christine. "Constructing a research strategy in a university nursing department : a cooperative inquiry". Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/20679/.

Pełny tekst źródła
Streszczenie:
This doctoral report details the findings of a ten month project conducted in a university nursing department. The project used cooperative inquiry to engage teachers of professional occupational courses in research. This project has relevance for all university departments exploring ways to develop a research culture in a predominantly teaching environment. The New University, where the project was set, committed the organisation to raising income through research and teaching where previously it had been through primarily teaching contracts. The inclusive research strategy required all teachers to become 'research active' and produce research outputs that met the Research Excellence Framework (REF) benchmarks. This approach was part of the university strategy of 'authority to teach' that required all teachers credibility to be provided through the primary research the academics were engaged in. This was a significant change for teachers whose credibility came through occupational professional qualifications and expertise and who had little experience of research. The project focused on the collaborative development of a departmental applied research. It was hoped staff would have ownership of the strategy that would facilitate the engagement in research and create a cultural change. The project findings highlighted that an occupational teacher identity was deeply imbedded as part of an occupational career trajectory. This led to a recognition that change would need to address the teacher identity not simply focus on raising the status of research as part of an academic role. The project addressed this through the development of a research strategy that incorporated a 'Scholarship Model' that broadened the notion of scholarship. Instead of research providing academic credibility, the model valued teaching and a variety of scholarly endeavours that included research to provide academic credibility. This was used to create a scholarly culture that moved the department towards a longer term goal of developing research active staff for the REF submission.
Style APA, Harvard, Vancouver, ISO itp.
4

Bailey, Annette. "Understanding dissociation and self-harm: A cooperative inquiry into the impact of DBT on recovery". Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487702.

Pełny tekst źródła
Streszczenie:
This thesis is based on a qualitative study examining how women diagnosed with Borderline Personality Disorder, who experience moderate to high levels of dissociation and self-harm, made sense of their experiences of Dialectical Behaviour Therapy (DBT).
Style APA, Harvard, Vancouver, ISO itp.
5

Rybczynski, Stephen M. "Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course". Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Kelly, Ute. "Studying dialogue - some reflections". Journal of Dialogue Studies, 2013. http://hdl.handle.net/10454/17551.

Pełny tekst źródła
Streszczenie:
Yes
In this paper, I would like to share some thoughts provoked by the idea of establishing ‘dialogue studies’ as a distinct academic field, as suggested in the inaugural call for contributions to the new journal. These are not meant to be exhaustive of all the relevant questions that could be considered under this heading. I do not, for example, consider the question of disciplinary contributions or boundaries. My emphasis, rather, is on questions to do with ethos and coherence. In particular, I am interested in exploring the possibility, and the challenges, of cultivating a dialogic approach to the study of dialogue itself. My reflections begin with a look at the tendency, within academia, to privilege debate as a form of communication and the question of whether we might conceive a Journal of Dialogue Studies as a forum for a different kind of exchange. I then reflect on some of the difficulties of studying dialogue itself, particularly where this involves outside observers. The final section raises some issues around ‘studying dialogue’ in relation to teaching, learning and assessment. My overall intention here is to share some current, tentative thoughts in the hope that this contributes to a dialogue on the idea, and perhaps the practice, of ‘dialogue studies’.
Style APA, Harvard, Vancouver, ISO itp.
7

Kulatunga, Ushiri Kumarihamy. "Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4712.

Pełny tekst źródła
Streszczenie:
This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation. The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors. The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry, is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments. A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies. This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.
Style APA, Harvard, Vancouver, ISO itp.
8

Moore, Marjorie. "Cracking the concrete ceiling : an inquiry into the aspirations, values, motives and actions of African American Female 1890 cooperative extension administrators /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1202759934.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

FERRI, NICOLETTA. "EMBODIED TEACHING: PROSPETTIVE DI RICERCA A SCUOLA ATTRAVERSO L'ANATOMIA ESPERIENZIALE". Doctoral thesis, Università degli Studi di Milano-Bicocca, 2018. http://hdl.handle.net/10281/241227.

Pełny tekst źródła
Streszczenie:
Questo lavoro di ricerca nasce dal desiderio di indagare il potenziale riflessivo, euristico e trasformativo della dimensione embodied nei processi di insegnamento/apprendimento. Per farlo ha interrogato un gruppo di insegnanti della scuola primaria, coinvolgendole in una ricerca partecipativa sulle proprie pratiche di insegnamento e sul loro modo unico di incarnarle (embodied teaching), a partire da un’attivazione corporea specifica (Anatomia Esperienziale). La mia domanda di ricerca si è orientata in due direzioni. Ad un livello metodologico potrebbe essere formulata nel seguente modo: come interrogare l’embodied teaching (Bresler, 2014) di professionisti della scuola, cioè il modo incarnato di interpretare il processo di insegnamento/apprendimento? Ad un livello tematico, invece, l’interrogativo di fondo potrebbe essere così posto: cosa emerge quando si va ad attivare un processo di riflessione sulla pratica professionale di un gruppo di insegnanti della scuola primaria a partire da un’interrogazione che passa dalla percezione e dall’attivazione corporea? Collocandomi nell’area di ricerca della Pedagogia del corpo (Gamelli, 2011), il macro-paradigma dell’embodiment ha rappresentato un riferimento epistemologico importante per il lavoro. In esso ho trovato un fertile incontro di studi, ricerche e pratiche provenienti da ambiti molto distanti, tra cui le scienze cognitive (l’enactive embodiment di Varela, Thompson, Rosch, 1991), l’ambito performativo (Farnell, 1995; Sheets-Johnstone, 1999; Bresler, 2014) e quello più legato all’educazione (Gamelli, 2011; Rossi, 2017). È precisamente all’incontro di queste tre aree che si colloca la prospettiva di ricerca del presente lavoro. La parte empirica della ricerca si è svolta con un gruppo di sette insegnanti di una scuola primaria milanese, su adesione volontaria, in sei incontri di tre ore circa ciascuno. Il setting di ricerca è stato strutturato in modo che ci fosse una stratificazione dell’esperienza corporea proposta affinchè ognuna delle partecipanti potesse contattare il proprio embodied teaching nel rispetto del proprio stile personale e corporeo di insegnamento. La metodologia della “co-operative-inquiry” (Heron, Reason, 1997) e la successiva interpretazione di Formenti nella “spirale della conoscenza” (Formenti, 2009), oltre che fornirmi un riferimento epistemologico in termini di dimensione partecipata della conoscenza, mi hanno fornito riferimenti importanti per disegnare la struttura interna degli incontri in modo coerente con i miei presupposti teorici. L’anatomia esperienziale del Body-Mind Centering è stata la pratica somatica che ho utilizzato per la ricerca empirica. Tutti gli incontri sono stati audioregistrati e trascritti. Dopo una prima analisi tematica attraverso NVivo, è maturata la decisione di andare verso una svolta più performativa della mia ricerca. Questo cambio di prospettiva ha richiesto l’ideazione e la costruzione di un dettagliato – e inedito – metodo di ricerca embodied. Si tratta di uno dei passaggi più originali della mia ricerca di dottorato, che ha visto l’inizio di un lavoro di analisi corporea e performativa dei dati attraverso segmenti audio e testuali che ho selezionato dalle trascrizioni e dai materiali audio degli incontri con le insegnanti. Questa analisi performativa, documentata in 160 riprese video, si è poi direzionata verso la creazione di una video-performance utilizzata come restituzione alle insegnanti rilanciandolo e aprendo nuovi interrogativi e così possibili sviluppi per ricerche future legate alla dimensione corporea della professione insegnante.
This thesis is deeply connected with the will of investigating the reflective, heuristic and transformative potential of the embodied dimension in teaching and learning processes. For this purpose, I engaged a group of Primary School teachers in a participatory research focused on their personal way of embodying teaching practices (embodied teaching) starting from a specific body activation (Experiential Anatomy). My research question was twofold. At a methodological level I was interested in interrogating the embodied teaching (Bresler 2014) of school professionals, namely their own way of performing the teaching/learning processes. At a thematic level the question was: what does it happen when a researcher activate a reflective process on professional practices of a group of primary school teachers through body activations? My main theoretical frame is represented by Embodied Pedagogy (Gamelli, 2011) and my fundamental epistemological reference is the so-called “embodiment paradigm”. This paradigm is a generative common ground for studies and practices connected to heterogeneous fields as cognitive sciences (Varela, Thompson and Rosch, 1991), performative disciplines (Farnell, 1995; Sheets-Johnstone, 1999; Bresler, 2014) and education (Gamelli, 2011; Rossi, 2017). My research perspective lies exactly at the crossroads of these three main areas. The empirical part of my research took place in a Primary School of Milan. I addressed a group of teachers with a research proposal structured on six meetings of three hours each. The research setting was designed in a way that allowed a multi-layered experience of the body activations in order to let each participant explore her own embodied teaching, namely her own personal way of performing teaching. The “co-operative inquiry” theorized by Heron and Reason (1997) and Formenti’s “Spyral of knowledge” (2009) were the two main epistemological pivots in reflecting on the research objectives, as they both advance the idea of research as a co-construction of participatory knowledge. They were also fundamental in order to design the internal structure of each meeting consistently with my theoretical assumptions. Experiental Anatomy of Body-Mind Centering was the somatic practice that I used for the empirical part. Each meeting was audio-recorded and transcribed. After a first thematic analysis with Nvivo I decided to turn my research in a performative direction. This change of perspective required the creation of a detailed embodied research method. This is the most original part of my thesis that consisted in a performative analysis of a selection of collected data (originated in the six meetings with the participants) in the form of textual and audio excerpts. This performative analysis, documented by 160 video shootings, ended in the creation of a video-performance that was used as a starting point of the final meeting with research participants. The use of this aestethic and performative object in the research setting revealed itself as a powerful tool in order to trigger an high level of participation in the group. The final meeting, in fact, was a fundamental moment as the participants’ reflections transformed “my” performative composition in a shared knowledge connected with all the research process. The results were very interesting both in terms of new questions raised by the teachers and of future research possibilities in the direction of embodied teaching.
Style APA, Harvard, Vancouver, ISO itp.
10

Law, Barry Alan, i n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education". Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.

Pełny tekst źródła
Streszczenie:
This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "Cooperative inquiry"

1

Whitaker, Louise, Erica Russ, Melissa Petrakis, Carmel Halton, Caroline Walters, Mark Woolven i Monica Short. Cooperative Inquiry Online: Investigating Innovation in Work-Integrated Learning Across Four Countries. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529603910.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Thistleton, Lisa. An evaluation of a Parents' Advice Centre, Birmingham using Cooperative Inquiry Methodology. Birmingham: University of Birmingham, 1990.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

National Farm Products Marketing Council (Canada). Report of the inquiry into the merits of establishing a national marketing agency for potatoes. [Ottawa]: National Farm Products Marketing Council, 1988.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Predeger, Elizabeth. Womanspirit: A cooperative inquiry into healing through art for woman with breast cancer. Denver, CO: University of Colorado, Faculty of the Graduate School, 2000.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

(Nigeria), Rivers State. Conclusions of the Government of Rivers State on the findings and recommendations of the Judicial Commission of Inquiry into the affairs of the Rivers State Co-operative Federation Limited, Port Harcourt under the chairmanship of Hon. Justice I.H. George. Port Harcourt: Govt. Printer, 1987.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Alexandra, Weinbaum, red. Teaching as inquiry: Asking hard questions to improve practice and student achievement. New York: Teachers College Press, 2004.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Lesotho. Commission of Inquiry into Co-operatives. Report of the Commission of Inquiry into Co-operatives. [Maseru]: Lesotho Govt., 1994.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

L'investigation appréciative: Créer l'excellence par la coopération. Bruxelles: SATAS, 2009.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

1960-, Wæver Ole, i Wiberg Håkan 1942-, red. Integration and national adaptations: A theoretical inquiry. Commack, N.Y: Nova Science Publishers, 1996.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Assessing Eurasia's powerhouse: An inquiry into the nature of the Shanghai Cooperation Organisation. Bochum (Germany): Verlag Dr. Dieter Winkler, 2009.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "Cooperative inquiry"

1

Howard, Jo, Sonia M. Ospina i Lyle Yorks. "Cooperative Inquiry as Dialogic Process". W The SAGE Handbook of Participatory Research and Inquiry, 427–43. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529769432.n31.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Dunajeva, Jekatyerina, i Violeta Vajda. "Positionality, Academic Research and Cooperative Inquiry: Lessons from Participatory Research with Roma". W The SAGE Handbook of Participatory Research and Inquiry, 234–47. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529769432.n18.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Ying, Yao. "Open, Cooperative and Practice-Oriented Learning-—On Inquiry Teaching of Architectural Design Fundamentals". W Lecture Notes in Electrical Engineering, 603–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_97.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Davis, Jeffrey. "Learning from the Learners: A Cooperating Teacher’s Story". W Narrative Inquiry in Music Education, 113–30. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9862-8_11.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Kelly, Lynda, i Pauline Fitzgerald. "Cooperation, Collaboration, Challenge: How to Work with the Changing Nature of Educational Audiences in Museums". W Rethinking Educational Practice Through Reflexive Inquiry, 77–88. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0805-1_6.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

John, Lawrence, Patricia M. McCormick, Tom McCormick, Greg McNeill i John Boardman. "Assessing the Impact of In-government Cooperation Dynamics: A Simluation-Based Systems Inquiry". W Communications in Computer and Information Science, 423–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37186-8_28.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Koyasu, Akiko, i Danielly Ramos. "Japan’s Relationship with Portuguese-Speaking Africa: Considering the Future of Brazil–Japan Cooperation". W Brazil—Japan Cooperation: From Complementarity to Shared Value, 113–37. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4029-3_5.

Pełny tekst źródła
Streszczenie:
AbstractJapan and Brazil have built a partnership not only in bilateral and multilateral framework but also in triangular cooperation. In recent years, the term FOIP (Free and Open Indo–Pacific) has been used as the philosophy of Japanese diplomacy. FOIP vision means to achieve peace, stability and prosperity in Asia and African region. Brazil itself is not a direct region for FOIP. But considering the African region is included in FOIP, and for Brazil, Africa is a continent historically and strategically important, Japan’s diplomatic concept, FOIP is not irrelevant to Brazil. To think about the future of Japan–Brazil relations, it is necessary to consider Japan’s African diplomacy in the era of FOIP in order to compare it with Brazil’s African diplomacy. In this article we will especially focus on the Portuguese-speaking African countries. The structure of the article is as follows. First, regarding Japan’s diplomacy with Africa, the philosophy and achievements of TICAD (Tokyo International Conference on African Development) started under the initiative of Japanese government since 1993 will be explained. In considering the future cooperation between Japan and Brazil in Africa, it is also necessary to understand Brazil’s African diplomacy. To that ends, the second part of the article will be the Brazilian diplomatic relations with Africa from the postwar period to the present day. In contrast to the active relations with Africa during the Lula governments, some major setbacks can be seen in the current Bolsonaro administration’s diplomatic relations with Africa. After the characteristics of Japan and Brazil’s diplomacy with Africa have been clarified, in the third part of this article, we will inquire the possibility of further cooperation of Japan and Brazil while looking back on the history and achievements of triangular cooperation between Japan–Brazil, and African countries, especially Mozambique. And we will put some comments as a concluding remark.
Style APA, Harvard, Vancouver, ISO itp.
8

"Cooperative Inquiry". W Encyclopedia of Sustainability in Higher Education, 313. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_300053.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Adodo, Anselm. "Cooperative Inquiry in an African Context". W Integral Community Enterprise in Africa, 138–45. Routledge, 2017. http://dx.doi.org/10.4324/9781315205731-13.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Robyn M., Gillies. "Structuring Cooperative Learning to Promote Social and Academic Learning". W Inquiry-Based Science Education, 81–98. CRC Press, 2020. http://dx.doi.org/10.1201/9780429299179-5.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Cooperative inquiry"

1

Druin, Allison. "Cooperative inquiry". W the SIGCHI conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/302979.303166.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Yip, Jason C., Elizabeth Foss, Elizabeth Bonsignore, Mona Leigh Guha, Leyla Norooz, Emily Rhodes, Brenna McNally, Panagis Papadatos, Evan Golub i Allison Druin. "Children initiating and leading cooperative inquiry sessions". W IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485796.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Harahap, Muntaharrahmi Melati Putri, i Eli Rohaeti. "A study of model research oriented cooperative inquiry learning towards student cooperation attitude". W THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043113.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Ham, Yeajin, i Brandon Myers. "Supporting Guided Inquiry with Cooperative Learning in Computer Organization". W SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287355.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Andersson, Christina, i Gerald Kroisandt. "Combining Cooperative Learning with Inquiry-Based Laboratory Classes in Engineering Education". W 2018 IEEE World Engineering Education Conference (EDUNINE). IEEE, 2018. http://dx.doi.org/10.1109/edunine.2018.8450961.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Guo, Shanshan, Qian Tian i Yun Liu. "Study and Practice in Flipped Class Based on Inquiry Cooperative Learning". W 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.124.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Chiang, Tosti H. C., Stephen J. H. Yang, Chester J. H. Huang i Addison Y. S. Su. "Cooperative Learning by Location-Based Augmented Reality for an Inquiry Learning Course". W 2014 International Conference of Educational Innovation through Technology (EITT). IEEE, 2014. http://dx.doi.org/10.1109/eitt.2014.20.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Khamdun, Khamdun, Suparmi Suparmi, Maridi Maridi i Ani Rusilowati. "Development of Guided Inquiry Models on Cooperative Learning Using Vocational School Materials LKS". W Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-8-2019.2288147.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Yuanfen, Wang. "Experimental Study of Non-English Major Freshmen’s Inquiry Cooperative Learning in Jiujiang University". W 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.133.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Gil Montoya, Maria Dolores, Consolación Gil Montoya, Jose María Muñoz-Terrón i Mari Angeles Iniesta-Bonillo. "INTEGRATING MINDFULNESS, SELF-INQUIRY AND COOPERATIVE LEARNING IN THE DEVELOPMENT OF SKILLS, VALUES AND ATTITUDES". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2412.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Cooperative inquiry” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii