Theory of inquiry learning arrangements. Research, reflection, and implementation.

Sonst. Personen	Reitinger, Johannes (Hrsg.); Haberfellner, Christina (Hrsg.); Brewster, Eric (Hrsg.); Kramer, Martin (Hrsg.)
Titel	Theory of inquiry learning arrangements. Research, reflection, and implementation.
Quelle	Kassel: Kassel University Press (2016), viii, 248 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-7376-0144-3
DOI	10.19211/KUP9783737601450
Schlagwörter	Exploration; Fremdsprache; Interaktion; Unterricht; Didaktik; Erforschung; Exploration; Kriterium; Interaktion; Didaktik; Forschendes Lernen; Authentisches Lehrmaterial; Selbstbestimmtes Lernen; Unterricht; Fremdsprache; Reflexion (Phil); Erforschung; Kriterium
Abstract	Human beings come equipped with a tendency to generally not want to leave thinking to others. With the endeavor to professionally, reflectively, and gracefully support each individual on the basis of this tendency, the paradigm of a curious, self-determined, and inquiring human is developed in this volume, which might point the way towards a promising future. In view of such a perspective, the authors regard the pedagogical construct of self-determined Inquiry Learning as just such a promising concept. The Theory of Inquiry Learning Arrangements (TILA) concretizes this approach according to the principles of critical multiplism. The effectivity of TILA is scrutinized via the personalized concepts AuRELIA (Authentic Reflective Exploratory Learning and Interaction Arrangements) and CrEEd (Criteria-based Explorations in Education). These concepts are presented in detail, empirically investigated, and underpinned with practical examples. In the current edited volume, the concept of self-determined Inquiry Learning is further empirically substantiated and presented to the international community. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2017/3