Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt

Autor/inn/en	Barron, Brigid; Darling-Hammond, Linda
Institution	George Lucas Educational Foundation
Titel	Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt
Quelle	(2008), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Uses in Education; Experiential Learning; Active Learning; Cooperative Learning; Problem Based Learning; Teaching Methods; Student Projects; Inquiry; Philanthropic Foundations; Educational Technology; Educational Environment; Problem Solving; Educational Opportunities; Critical Thinking; Program Implementation; Robotics; Engineering Education; Citizenship Education; Small Group Instruction + Suchen Sie Ihr Suchwort? Computernutzung; Experiental learning; Erfahrungsorientiertes Lernen; Aktives Lernen; Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Philanthropismus; Unterrichtsmedien; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Problemlösen; Bildungsangebot; Bildungschance; Kritisches Denken; Robotertechnik; Ingenieurausbildung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung
Abstract	The George Lucas Educational Foundation began in 1991 with an ambitious mission: to demonstrate how innovative learning environments in classrooms, supported by powerful new technologies, could revolutionize learning. As an organization founded by George Lucas, its members believed that the same benefits of technology that were transforming business, health care, manufacturing, entertainment, and other sectors could be applied in education. This belief led to their support for research published in the book, "Powerful Learning: What We Know About Teaching for Understanding" (Jossey-Bass, 2008), from which this paper is excerpted. The research highlighting the benefits of authentic learning, together with a growing interest in providing students with more engaging, thought-provoking learning opportunities, has prompted teachers at all grade levels to experiment with incorporating inquiry-based learning into their curriculum. But interest alone does not make for effective implementation of new models. Indeed, "learning by doing" has a somewhat checkered track record, in part because teachers often lack the information, support, and tools necessary to fully integrate and support this alternative approach to teaching and learning. This excerpt seeks to expand the authors' knowledge of the benefits of inquiry-based learning, as well as to deepen their understanding of the components of an effective inquiry-based lesson or unit. This excerpt explores three approaches to inquiry-based learning: project-based learning, problem-based learning, and learning by design, highlighting key research and unpacking important elements of each approach. (ERIC).
Anmerkungen	George Lucas Educational Foundation. P.O. Box 3494, San Rafael, CA 94912. Tel: 415-662-1600; Fax: 415-662-1605; e-mail: news@edutopia.org; Web site: http://www.edutopia.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10