Literaturnachweis - Detailanzeige
| Autor/inn/en | Egege, Sandra; Vered, Karen Orr |
|---|---|
| Titel | Using Shared Inquiry to Develop Students' Reading, Reasoning, and Writing in the Disciplines |
| Quelle | In: Across the Disciplines, 16 (2019) 3, S.66-79 (14 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1554-8244 |
| Schlagwörter | Foreign Countries; Critical Thinking; Abstract Reasoning; Inquiry; Discussion (Teaching Technique); Undergraduate Students; Writing Across the Curriculum; Writing Skills; Reading Skills; Reading Assignments; Writing Assignments; Reading Writing Relationship; Reading Comprehension; Cooperative Learning; Instructional Effectiveness; Critical Reading; Australia |
| Abstract | It is commonly accepted in the academy that developing a critical thinking capacity and related capabilities will make students more effective thinkers and writers, and that these are desirable traits for graduates to have no matter what path they take after graduation. While most academics agree that critical thinking is an essential component of university education, they are less clear about what constitutes critical thinking and how it is, or can be, incorporated within their own teaching and assessment practices without displacing disciplinary content (Moore, 2011). This article discusses how the Shared Inquiry (SI) discussion method can be deployed to teach disciplinary content and critical thinking simultaneously. Qualitative evidence from the method's application in a Screen & Media Studies subject taught at Flinders University, South Australia, is presented to demonstrate the benefits of SI in developing critical thinking among undergraduate student cohorts. (As Provided). |
| Anmerkungen | WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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