| Description |
xxii, 221 pages ; 24 cm |
| Series |
A Joint publication in the Jossey-Bass higher education series and the Jossey-Bass education series |
|
Jossey-Bass education series.
|
|
Jossey-Bass higher education series.
|
| Contents |
Question 1: Why teach by inquiry? -- Why don't they take notes? -- Telling or showing? -- Some insights from Piaget and Perry -- Question 2: How can you teach by inquiry? -- Discovering your own bias -- Coping with rigid beliefs: ribs and amulets -- Testing hypotheses: bare feet -- Discovering assumptions: human nature -- Discovering more assumptions: race -- Clear writing makes clear thinking -- Discovering rules: cousins, coins, and rune stones -- Checking the evidence: pyramids and chariots -- Discovering insights: pumpkin pie -- Innocents abroad: a case of inquiry -- Question 3: How can you start? -- Changing your role as a teacher -- Organizing your materials -- Hazards, reassurances, and joys |
| Summary |
Bateman demonstrates the power of inquiry teaching to transform learning from a passive process to a dynamic, enjoyable adventure. Inquiry teaching, unlike traditional methods, shows that truth is not revealed in a teacher's lectures but rather in the rigorous application of the students' sharpening intelligence |
| Analysis |
College teaching |
|
Inquiry (Theory of knowledge) |
|
Teaching |
| Bibliography |
Includes bibliographical references (pages 209-211) and index |
| Subject |
College teaching.
|
|
Inquiry (Theory of knowledge)
|
|
Teaching.
|
|
Teaching.
|
|
Universities.
|
| LC no. |
90053089 |
| ISBN |
1555422683 |
|
