Assessing Student Openness to Inquiry-Based Learning in Precalculus

Autor/inn/en	Cooper, Thomas; Bailey, Brad; Briggs, Karen; Holliday, John
Titel	Assessing Student Openness to Inquiry-Based Learning in Precalculus
Quelle	In: PRIMUS, 27 (2017) 7, S.736-753 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2016.1183155
Schlagwörter	Longitudinal Studies; Quasiexperimental Design; Inquiry; Teaching Methods; Mathematics Instruction; Calculus; Lecture Method; Qualitative Research; Statistical Analysis; Student Attitudes; Student Surveys; Preferences; Student Centered Learning; Conventional Instruction; Direct Instruction; Pretests Posttests; Georgia + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Qualitative Forschung; Statistische Analyse; Schülerverhalten; Schülerbefragung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the students in each section. In this article, we provide a summary of those results with a particular focus on the Openness to IBL survey we developed for assessing student preferences for either student-centered or teacher-centered instruction. Although the majority of the students exhibited a strong preference for direct instruction, students whose scores favored student-centered approaches according to the survey also tended to perform better on the final exam, indicating that a key element to success in an IBL course may be students' perceptions of the method. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01