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Glosario de términos de Aprendizaje Basado en Investigación

 

Investigación (Research)

Investigación es el proceso sistemático de recoger y analizar información para incrementar nuestra comprensión del fenómeno en estudio.

http://wps.prenhall.com/chet_leedy_practical_8/0,9599,1569572-,00.html

 

Indagación (Inquiry)

Indagar es buscar comprender a través del proceso de formular preguntare investigar posibles respuestas. Es una investigación autodirigida, guiada por una pregunta.

http://socserv2.mcmaster.ca/~fss/inquiry/artofinq.htm


"Inquiry" should not be confused with "discovery". Discovery assumes a realist or logical positivist approach to the world which is not necessarily present in "inquiry". Inquiry tends to imply a constructionist approach to teaching science. Inquiry is open-ended and on-going. Discovery concentrates upon closure on some important process, fact, principle, or law which is required by the science syllabus.

http://www.towson.edu/csme/mctp/Essays/Strategies.txt

 

Inquiry Based Learning

Inquiry-based learning is a research-based strategy that actively involves students in the exploration of the content, issues, and questions surrounding a curricular area or concept. The activities and assignments in an IBL classroom can be designed such that students work individually or together to solve problems involving both in-class work and fieldwork. While the strategy is meant to be highly student-focused, the extent of teacher-directed vs. student-directed learning can vary depending on the level of the students in your course and their understanding of the inquiry process. The amount of faculty involvement in the process is explained in, Designing an Instructional Plan, Activities, and Assignments, below.

/http://www.schreyerinstitute.psu.edu/pdf/

 

Inquiry-based learning (IBL) is a term used to describe approaches to learning that are based on a process of self-directed inquiry or research. Students conduct small or large-scale inquiries that enable them to engage actively and creatively with the questions and problems of their discipline, guided by academic and learning support/development staff. IBL approaches include case-study and problem-based learning (PBL) methods as well as research projects of different kinds including field-work investigations and experiential learning projects. It is a key characteristic of much IBL that inquiry tasks facilitate exploration and investigation of issues or scenarios that are open-ended enough for different responses and solutions to be possible.

http://networked-inquiry.pbwiki.com/What-is-Inquiry-Based-Learning

 

Scholarship

A scholarship is an award of access to an institution, or a financial aid award for an individual student scholar, for the purpose of furthering their education. Scholarships are awarded based on a range of criteria which usually reflect the values and purposes of the donor or founder of the award.

http://scholarshipmerits.com/

the UW-Extension faculty determined that scholarship is: “creative intellectual work; reviewed by the scholar’s peers who affirm its value; added to our intellectual history through its communication; and
valued by those for whom it was intended” (UWEX Articles of Faculty Governance Appendix I.B 2001).

 

A careful reflection on practice and review of the literature and research evidence

Jenkins, A., Breen, R., Lindsay, R., & Brew, A. (2003)
Reshaping teaching and research
London : Routledge.

 

Research Led Learning

Research-led teaching refers to initiatives designed to bring the research and teaching functions of the university closer together. The aim is to enhance students’ learning experiences by progressing the ways in which coursework teaching is informed by disciplinary-based research at all levels. Research led teaching needs to be distinguished from the scholarship of teaching.

 

Research led teaching is about making our teaching and our students’ learning more research focused – in terms of what we wish our student to learn, while the scholarship of teaching is about drawing on and contributing to research and scholarship about the way we teach and learn within our disciplines. (Extract from The University of Sydney Academic Board Statement on Research-Led Teaching and Scholarship of Teaching 29 April 2004)

 

Research Oriented Learning

Research-oriented learning means courses of research-oriented learning and the mode of research-oriented learning. It means a learning activity that students choose and confirm subject from the nature, society and life to study and obtain, apply knowledge during the research process to solve problems under the teachers’ guidance (Brenda & Janet, 2006, p. 255). As a learning mode, research-oriented learning is brought forward aiming at receptive learning. Comparing to students’ passive acceptance of the already known knowledge in the traditional receptive learning, the research-oriented learning mode emphasizes on that the teachers do not tell conclusions to the students, but use questions as carrier to make learners construct knowledge, which stresses on students’ feelings and experience during the process.

 

Information literacy

Research-oriented learning meaode of research-

 

Subject specialist

Research-oriented learning means courses of research-oriented learning and the mode of research-oriented learning. It m

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Secciones relacionadas

Definiciones de ABI
Fundamentos teóricos
Glosario de términos
Preguntas frecuentes