Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for the Arts, Humanities, and Social Sciences

2014 ◽  
pp. 3-25 ◽  
Author(s):  
Patrick Blessinger ◽  
John M. Carfora
Keyword(s):  
Social Sciences ◽  
Teaching And Learning ◽  
Inquiry Based Learning ◽  
The Arts ◽  
Humanities And Social Sciences ◽  
Innovative Approaches

scholarly journals Design for Inquiry-based Learning Case Studies

2009 ◽  
Author(s):  
Jamie Peter Wood
Keyword(s):  
Social Sciences ◽  
Case Studies ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Inquiry Based Learning ◽  
The Past ◽  
The Arts ◽  
The University ◽  
Excellence In Teaching

The past six months have witnessed the development and dissemination of a number of case studies of inquiry-based learning (IBL) projects supported and developed by the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS), a Centre for Excellence in Teaching and Learning at the University of Sheffield (www.shef.ac.uk/cilass/cases). The cases aim to provide practitioners with accessible, informative and inspiring resources that illustrate ways in which inquiry-based learning is conceptualised, designed and facilitated in different disciplinary contexts. They are intended to communicate something of the experiences of students and staff who have been involved in inquiry-based learning activities at Sheffield.

Conceptualizing the Knowledge of Traditional and Indigenous Communities Using Informetrics Approaches

2020 ◽  
pp. 362-388
Author(s):  
Patrick Ngulube ◽  
Omwoyo Bosire Onyancha
Keyword(s):  
Social Sciences ◽  
Indigenous Knowledge ◽  
Indigenous Communities ◽  
Extant Literature ◽  
The Arts ◽  
Subject Categories ◽  
Humanities And Social Sciences

Interest in indigenous knowledge is growing because of its potential to promote and sustain development activities. Inspite of the recognition of the significance of indigenous knowledge there is limited agreement on its definition and conceptualization. There are competing ways of defining it and various ways of labeling it. In view of the varying appropriation of meanings to the concept of the knowledge of traditional and indigenous communities, this chapter starts by dealing with definitions attached to the knowledge of traditional and indigenous communities before turning to establishing what might be the suitable label for that knowledge using informetrics techniques. An investigation of 17 labels used to refer to the knowledge of traditional and indigenous communities that were conveniently chosen from the extant literature revealed that indigenous knowledge is the label that is gaining more currency than any other in the arts, humanities, and social sciences subject categories.

Predictors of ICT Use in Teaching in Different Educational Domains

2017 ◽  
Vol 11 (2) ◽  
pp. 145 ◽  
Author(s):  
Barbara Rončević Zubković ◽  
Rosanda Pahljina-Reinić ◽  
Svjetlana Kolić-Vehovec
Keyword(s):  
Social Sciences ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Online Survey ◽  
Survey Methodology ◽  
Language Education ◽  
Pilot Project ◽  
School Level ◽  
Ict Use ◽  
Humanities And Social Sciences

This study explored the implementation of the information and communication technology (ICT) into teaching and learning processes in three educational domains (STEM, language education, and other humanities and social sciences). Specificaly, the aim of the current study was to explore the effects of teachers' attitudes towards ICT use in classroom, self-efficacy in the ICT use, and perceived school-level barriers on teachers' ICT use as well as possible domain specific differences in the assessed variables. The data were collected as a part of a larger study conducted within the first phase of the “e-Schools” pilot project (CARNet). An online survey methodology was employed involving a sample of nearly all teachers in 13 middle (N=256) and 7 high schools (N=275). The results revealed that perceived self-efficacy in ICT use proved to be the best predictor of the use of ICT based activities regardless of the domain. Perceived benefits of ICT use significantly predicted the use of ICT in STEM and humanities and social sciences, while school-level barriers negatively predicted ICT use in STEM and in language education. Comparison of educational domains showed that STEM teachers saw more benefits of ICT use in teaching than teachers in humanities and social sciences. STEM teachers perceived themselves as more competent in ICT use compared to other two groups. They also reported that they use ICT more often in lesson preparation and in classroom activities. However, teachers’ perception of possible risks and barriers of ICT use in education did not differ in three educational domains.

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