Building on classical and recent studies of the learning paradigm of higher education, the author distinguishes between receiving ideas and using them and how universities might educate students to be more open to the world, open to discovery and creativity. [This is a reprint of an article originally published in "New Directions for Teaching…

This paper contributes to the expanding body of research on Playful Learning (PL) within Higher Education (HE), offering an in-depth examination of narratives concerning student participation and engagement in PL emerging as educators reflect on their experiences with PL in Danish teacher education and social education. In attempt to nuance and…

Every object we think of or encounter, whether a natural or human-made, has a regular or irregular shape. In its own intrinsic conceptual design, it has elements of mathematics, science, engineering, and arts, etc., which are part of the object's geometric shape, form and structure. Geometry is not only an important part of mathematics, but it is…

This article draws from the current literature to examine problem-based learning (PBL) as a management education tool, and provides an example of how to incorporate PBL into an undergraduate international management course. Also included are an explanation of, and specific guidelines for, a PBL exercise focused on the analysis of "country risk"…

We describe a new approach to teaching introductory biology. Our introductory experience for undergraduates is a laboratory course that is entirely inquiry and discovery based. We introduce our students to fundamental concepts in biology in the framework of three multi-week laboratory modules, each of which is an open-ended investigation of a…

Describes a 'Moore Method' course whose purpose is to teach students to create and present in class mathematically correct proofs of theorems. Discusses grading, class discussions, ways to help students, and the extent to which to encourage cooperative learning. (Author/ASK)

Outlines a course designed to teach students how to write descriptive and informative abstracts. (HOD)

Geology is an ideal subject in which to introduce the "discovery" method of learning. Available from: National Institute of Adult Education (England and Wales), 35 Queen Anne St., London W1M OBL England. (BP)

By working through a series of problems, undergraduate psychology students in an introductory statistics course discover for themselves the main topic of the lesson. A lecture follows to conceptualize and clarify the topic. (RM)

Typical difficulties involved in solving combinatorial problems are examined and seven common pitfalls are discussed. (MP)

Discussion of basic instructional methods highlights four in particular: didactic, Socratic, inquiry, and discovery. Examples and descriptions of each method are given for elementary, secondary, and higher education; applications of each method are examined; and what teachers can do is considered. (eight references) (LRW)

This paper addresses the issue of learning to write and the need for defining a means of teaching the process of composing. Following a description of what kind of process writing is not, the composing process is presented as a continuum of making meaning out of a chaos of images, half-truths, remembrances, and syntactic fragments. The discovery…

Discovery and expository learning were compared in a study of independent and dependent learners enrolled in a college chemistry course. Discovery learning was found to be superior for both groups of learners, with independent students performing better than dependent students using discovery learning. (Author/DF)

This paper discusses a pedagogical technique called the discovery approach in teaching remedial and college algebra. Examples of how to introduce and enhance some algebra topics using this approach in mathematics classrooms are illustrated. It is argued that student performance would improve if more topics were presented in a discovery fashion.…

Two methods of teaching computation to undergraduates in a department of technology are described and the results are contrasted quantitatively and qualitatively. Conclusions indicate that a learner-directed discovery approach is best suited to this type of course. (Author/JEG)