Deep Learning through Concept-Based Inquiry
Fuente:
ERIC Institute of Education Sciences
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| Autore principale: | |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2010
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| Soggetti: | |
| Accesso online: | |
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| _version_ | 1867180709228052480 |
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| author | Donham, Jean |
| author_facet | Donham, Jean Donham, Jean |
| collection | Education Resources Information Center |
| contents | Deep Learning through Concept-Based Inquiry Donham, Jean Library Role School Libraries Educational Opportunities Library Services Learning Strategies Inquiry Concept Teaching Student Research Learning Experience Cognitive Style Learning in the library should present opportunities to enrich student learning activities to address concerns of interest and cognitive complexity, but these must be tasks that call for in-depth analysis--not merely gathering facts. Library learning experiences need to demand enough of students to keep them interested and also need to be accompanied by the supportive expertise of the school librarian. This article discusses three attributes that can enhance learning tasks in the school library and increase the likelihood of deep learning: (1) Observation-grounded; (2) Concept-oriented; and (3) Value beyond school. (Contains 2 figures and 2 tables.) |
| format | Recurso educativo Open Access |
| id | eric_EJ900965 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2010 |
| record_format | eric |
| spellingShingle | Deep Learning through Concept-Based Inquiry Donham, Jean Library Role School Libraries Educational Opportunities Library Services Learning Strategies Inquiry Concept Teaching Student Research Learning Experience Cognitive Style Deep Learning through Concept-Based Inquiry Donham, Jean Library Role School Libraries Educational Opportunities Library Services Learning Strategies Inquiry Concept Teaching Student Research Learning Experience Cognitive Style Learning in the library should present opportunities to enrich student learning activities to address concerns of interest and cognitive complexity, but these must be tasks that call for in-depth analysis--not merely gathering facts. Library learning experiences need to demand enough of students to keep them interested and also need to be accompanied by the supportive expertise of the school librarian. This article discusses three attributes that can enhance learning tasks in the school library and increase the likelihood of deep learning: (1) Observation-grounded; (2) Concept-oriented; and (3) Value beyond school. (Contains 2 figures and 2 tables.) |
| title | Deep Learning through Concept-Based Inquiry |
| topic | Library Role School Libraries Educational Opportunities Library Services Learning Strategies Inquiry Concept Teaching Student Research Learning Experience Cognitive Style |
| url | https://eric.ed.gov/?id=EJ900965 |