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).
http://www.uwex.edu/secretary/JoHEO&E.pdf
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)
http://www.itl.usyd.edu.au/RLT/issues/
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.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/c5/e5.pdf
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
