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#inquirybasedlearning

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Doug Holton<p>Students Don't Learn the Way They Think They Do in a Large, <a href="https://mastodon.social/tags/ActiveLearning" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>ActiveLearning</span></a> Genetics Course<br><a href="https://www.lifescied.org/doi/full/10.1187/cbe.24-10-0251" rel="nofollow noopener noreferrer" translate="no" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">lifescied.org/doi/full/10.1187</span><span class="invisible">/cbe.24-10-0251</span></a><br>"students exhibited larger learning gains from prediction activities compared with worked examples or tell-then-practice activities, as evidenced by a course pretest/posttest"<br><a href="https://mastodon.social/tags/STEMeducation" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>STEMeducation</span></a> <a href="https://mastodon.social/tags/BiologyEducation" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>BiologyEducation</span></a> <a href="https://mastodon.social/tags/Teaching" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>Teaching</span></a> <a href="https://mastodon.social/tags/EdDev" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>EdDev</span></a> <a href="https://mastodon.social/tags/InquiryBasedLearning" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>InquiryBasedLearning</span></a> <a href="https://mastodon.social/tags/EvidenceBasedTeaching" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>EvidenceBasedTeaching</span></a></p>
Jon Awbrey<p><span class="h-card"><a href="https://mastodon.world/@mattslocombe" class="u-url mention" rel="nofollow noopener noreferrer" target="_blank">@<span>mattslocombe</span></a></span> </p><p>Some papers touching on the <a href="https://mathstodon.xyz/tags/Peirce" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>Peirce</span></a>-<a href="https://mathstodon.xyz/tags/Dewey" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>Dewey</span></a> background for <a href="https://mathstodon.xyz/tags/InquiryBasedLearning" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>InquiryBasedLearning</span></a> —</p><p>Interpretation as Action • The Risk of Inquiry</p><p>PDF<br>• <a href="https://www.academia.edu/57812482/Interpretation_as_Action_The_Risk_of_Inquiry" rel="nofollow noopener noreferrer" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">academia.edu/57812482/Interpre</span><span class="invisible">tation_as_Action_The_Risk_of_Inquiry</span></a></p><p>DOC<br>• <a href="https://www.academia.edu/1266493/Interpretation_as_Action_The_Risk_of_Inquiry" rel="nofollow noopener noreferrer" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">academia.edu/1266493/Interpret</span><span class="invisible">ation_as_Action_The_Risk_of_Inquiry</span></a></p><p>Some thoughts on the role of “intelligent computing systems … in the reintegration of discovery and learning within the inquiry process.”</p><p>An Architecture for Inquiry • Building Computer Platforms for Discovery<br>• <a href="https://www.academia.edu/1270327/An_Architecture_for_Inquiry_Building_Computer_Platforms_for_Discovery" rel="nofollow noopener noreferrer" target="_blank"><span class="invisible">https://www.</span><span class="ellipsis">academia.edu/1270327/An_Archit</span><span class="invisible">ecture_for_Inquiry_Building_Computer_Platforms_for_Discovery</span></a></p>
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