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Reflection on the Use of Process Oriented Guided Inquiry Learning in Science-focused English Classes
http://hdl.handle.net/2261/00077270
http://hdl.handle.net/2261/00077270c5bd11a7-6d24-4a05-9b94-80ac81334518
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Eruditi_03_03.pdf (438.0 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-08-15 | |||||
| タイトル | ||||||
| タイトル | Reflection on the Use of Process Oriented Guided Inquiry Learning in Science-focused English Classes | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | POGIL | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | inquiry-based learning | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | CLIL | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | student-centered science learning | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | English for specific purposes | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Japanese higher education | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| 著者 |
Ellinger, James
× Ellinger, James |
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| 著者所属 | ||||||
| 著者所属 | The University of Tokyo, Center for Global Communication Strategies, ALESS Program | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The Process Oriented Guided Inquiry Learning (POGIL) framework is a student-centered teaching method that has been used extensively to teach core science content while simultaneously developing process skills such as teamwork, critical thinking, and oral communication. The activities used in this approach follow a learning cycle that begins with exploration of a model, proceeds to concept or term invention, and is followed by application of the newly acquired knowledge. More than 15 years of research has validated the effectiveness of this method for improving student outcomes. The use of POGIL as a mode of instruction in science-focused English courses has not been directly investigated. This paper describes the observations of student engagement with class materials and learning outcomes following introduction of POGIL activities into two courses: a compulsory academic writing course for first year undergraduate students and an elective science-based Content Language and Integrated Learning (CLIL) course taken by first- and second-year undergraduate students at a national university in Japan. | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Section 2: Pedagogic-Methodological Practices | |||||
| 書誌情報 |
Eruditi : The CGCS Journal of Language Research and Education 巻 3, p. 29-40, 発行日 2019-07 |
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| 権利 | ||||||
| 権利情報 | This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA. | |||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
| 出版者 | ||||||
| 出版者 | Center for Global Communication Strategies, College of Arts & Sciences, The University of Tokyo | |||||
