Inquiry-Based Learning in a First-Year Honors Course

Autor/in	Davis, Diana
Titel	Inquiry-Based Learning in a First-Year Honors Course
Quelle	In: PRIMUS, 28 (2018) 5, S.387-408 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2017.1386746
Schlagwörter	Mathematics Instruction; College Mathematics; Undergraduate Students; Inquiry; Teaching Methods; Honors Curriculum; Calculus; Problem Solving; Mathematics Tests; Mathematics Skills; Self Concept; Course Selection (Students); Lecture Method; Comparative Analysis; Discussion (Teaching Technique); Surveys; Statistical Significance; Illinois + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Selbstkonzept; Course selection; Student; Students; Kurswahl; Survey; Umfrage; Befragung
Abstract	We describe a case study of a problem-solving section, using the "Harkness" discussion method, of an honors multivariable calculus course. Students in the problem-solving section had equivalent outcomes on exams, reported higher ratings in self-assessments of skills, and took more math classes in the following year, compared with students in the lecture-based sections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01