Reasons for Older Adult Participation in University Programs in Spain

This study examined the reasons expressed by older adults for attending a university program in Barcelona (Spain). Results were based on the responses of 36 elders to questions from a semistructured interview. These were (a) reasons for joining a university course and (b) factors that prevent enrolling in that course. Participants mentioned more expressive than instrumental reasons for participating in a university program. Most mentioned barriers to entering university that were lack of interest, lack of self-confidence, health problems, and limited information. These results are discussed in the context of new strategies to improve university courses aimed at the elderly.     

Inquiry-Based Learning in a First-Year Honors Course

We describe a case study of a problem-solving section, using the “Harkness” discussion method, of an honors multivariable calculus course. Students in the problem-solving section had equivalent outcomes on exams, reported higher ratings in self-assessments of skills, and took more math classes in the following year, compared with students in the lecture-based sections.     

Including Inquiry-Based Learning in a Flipped Class

Abstract

Flipped classrooms and inquiry-based learning (IBL) have each become popular in their own right, leading to a natural question: Why not combine these two great ideas? Although flipping a class usually involves students reading or watching videos before class, and IBL focuses on allowing and encouraging students to develop material on their own, both styles emphasize active learning and critical thinking through activities such as group work and presentations while minimizing lectures. In this article, I discuss ways that the two teaching styles can complement each other and be implemented concurrently, with some examples from my flipped calculus II course. Throughout this discussion the focus remains on ways to keep students engaged and how to instill deep content knowledge.     

Narrative Structure in Inquiry-Based Learning

Abstract

Our goal with this paper is three-fold. We want to increase awareness of inquiry-based learning by presenting the strategy we use to develop and implement lessons and activities. We describe our approach to structuring lessons in mathematics in a way that engages the students by using language and constructs with which they are familiar from other non-science classes. Finally, we include samples from an exploration of celtic knots that we think works well to engage students in the inquiry process, making use of these ideas.     

浅析基于探究式学习的大学课堂教学

文章以阐释探究式学习的概念、基于探究式学习的课堂教学内容为起点,分析了基于探究式学习的课堂教学的意义及其产生的理论基础,研究了基于探究式学习的课堂教学实施的内外部条件以及在实施过程中教师应重点关注的几方面问题。     

Quality of University Programs for Older People in Spain: Innovations,Tendencies, and Ethics in European Higher Education

This article examines the innovative regulations, methodologies, and institutions involved in the development of the European Higher Education Area and their implications for teaching, research, and management of University Programs for Older People. It also identifies the main tendencies, creative dimensions, and ethical commitments implicit in the objective of educating older people as European citizens. Finally, the paper proposes avenues of research to be pursued for the quality evaluation of university programs for older people in Spain and the European Union.     

英语专业学生研究性学习现状探究——绵阳师范学院个案分析

阿尔文·托尔勒在他的《第三次浪潮》中指出：“未来的文盲不再是不识字的人,而是没有学会学习的人。”研究性学习正是培养学生学会学习和创造性思维有效途径。本文拟从普通师范院校英语本科生研究性学习的现状出发,探究研究性学习的培养措施,促进学生创造性思维发展,获得终生学习的能力。     

Education for Older People in Italy

This article provides information on trends in formal and informal adult education in Italy, with a particular focus on the older learners (over 65). Main providers, programs, objectives/motivations, and financial and legal framework are described. In general, over-65-year-old people were found to be underrepresented in participation. They were also concentrated in activities of informal education (through, for example, Third Age Universities) instead of formal courses that are oriented mainly towards the development of skills/competencies for the labor market. In order to improve the situation of older people in the future, the question of financing is one of the main challenges to be addressed by policymakers.     

Assessing Student Openness to Inquiry-Based Learning in Precalculus

Abstract

The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the students in each section. In this article, we provide a summary of those results with a particular focus on the Openness to IBL survey we developed for assessing student preferences for either student-centered or teacher-centered instruction. Although the majority of the students exhibited a strong preference for direct instruction, students whose scores favored student-centered approaches according to the survey also tended to perform better on the final exam, indicating that a key element to success in an IBL course may be students’ perceptions of the method.     

如何支持森林学校中孩子的探究式学习

当前社会城市化进程的加快,越来越多孩子已经远离大自然,孩子在室内由于过度保护和应试压力,天性得不到释放。本文主要以广西南宁的户森校园作为研究对象,以领导力为相关理论基础,通过随机抽样进行个案描述分析探讨教师扮演的角色以及如何在户外自然环境中支持孩子的探究式学习,最后指出以询问为基础的方法切入孩子的认识边缘,可以引发孩子进行长时间的深度探索,有利于这个年龄段孩子在各方面的全面发展。     

Applying Technology to Inquiry-Based Learning in Early Childhood Education

Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and educational software packages have been implemented in early childhood education and addressed a variety of subjects, including mathematics, science, reading, language, and social studies. However, most software packages have yet to integrate technology into inquiry-based learning for early childhood contexts. Based on existing theoretical frameworks, we suggest that instructional technologies should be used in early childhood inquiry education to (a) enrich and provide structure for problem contexts, (b) facilitate resource utilization, and (c) support cognitive and metacognitive processes. Examples of existing and hypothetical early childhood applications are provided as we elaborate on each role. Challenges and future research directions are also identified and discussed.     

高职ESP教学中实施语言探究式学习的策略分析

ESP英语教学中引入语言探究式学习,可在开展有效授受式学习的同时,将学生置于主动探究,注重问题解决及语言交流的学习情境中,学生通过亲身体验,自主获取知识来源,了解自身特殊用途英语语言技能的发展过程和学习策略的养成过程。通过ESP语言探究式学习研究,可归纳出一套ESP语言教学行之有效的策略。     

Preparing Counselors for Work with Older People

Several indicators suggest that older persons have been accepted as one of the special populations in U.S. society with whom counselors may appropriately work and for whom counselors need special preparation. Various approaches to providing such preparation are identified, including the integrated, separate course, concentration, and interdisciplinary models. Advantages and limitations of each model are discussed. The basic competencies described in the Accreditation Manual of the Council for Accreditation of Counseling and Related Educational Programs (1982) are proposed as an appropriate guide for the content of gerontological counseling curricula. Examples of how gerontological counseling topics can relate to the basic competencies are provided.     

Older People Learning through Contemporary Visual Art – Engagement and Barriers

This article addresses how older people understand and engage with contemporary art in the gallery context – whether there is something unique to the art, the format of the visits, the pedagogical approaches used by gallery educators, the social contact, or a combination of all these factors. It also addresses the psychosocial barriers to engagement. It draws from ‘Contemporary visual art and identity construction – wellbeing amongst older people’, a two‐year research project funded by the cross‐research council New Dynamic of Ageing Programme. Over 21 months, 43 participants aged 60–92 made three visits to contemporary art galleries in north‐east England. The potential for art galleries to develop lifelong learning opportunities for post‐retirement people has implications for the cultural, health and voluntary sector.     

A Model for Expanding Active Learning Regionally: The Greater Upstate New York Inquiry-Based Learning Consortium

What began as a small group of professors gathering to discuss implementation of Inquiry-Based Learning (IBL) in our classes has developed into a strong regional community of practice. Through a generous grant and a lot of hard work, we created the Greater Upstate New York IBL consortium with a mission to create, grow, and maintain a community of instructors across the region. We describe how the consortium formed organically and the way that it operates. We provide suggestions for creating your own regional community of practice for supporting the adoption and enhancement of active learning techniques.     

Draw a Young and an Older Person: Schoolchildren's Images of Older People

The goal of this study was to explore stereotypes of older people as expressed in drawings by a sample of primary school children. Sixty children from fourth to sixth grades (30 boys and 30 girls aged 9 to 12 years) were asked to draw a young man, a young woman, an old man, and an old woman. The drawings were content analyzed. Children in our sample seemed to represent old people in varied or multidimensional ways, indicating, thus, that the image they held about elders was less negative than concluded in similar investigations. In fact, although some drawings had negative content, most pictured a positive—and even friendly—image of old people. Moreover, some of the drawings included both positive and negative traits at the same time. Compared with images of young men and women, those of the elderly seem to be more homogeneous and less complex, since there was more agreement on represented details. Suggestions for future research are proposed.     

论人本主义学习观与创造观对研究性学习的启示

在继弗洛伊德的精神分析学(第一思潮)和华生的行为主义(第二思潮)之后,人本主义心理学形成了心理学的“第三思潮”。“第三思潮”关注人的潜能与价值问题,其主要理论是“自我实现论”。按照人本主义心理学的主要代表人物马斯洛和罗杰斯的观点,“自我实现(self-actualizing)”是