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Wheeler, Lindsay B.; Maeng, Jennifer L.; Whitworth, Brooke A. – Journal of Chemical Education, 2017
The purpose of this investigation was to explore changes in undergraduate and graduate teaching assistants' (TAs') content knowledge and beliefs about teaching within the context of an inquiry-based laboratory course. TAs received professional development (PD), which was informed by the TA training literature base and was designed for TAs…
Descriptors: Teaching Assistants, Pedagogical Content Knowledge, Knowledge Level, Beliefs
Singer-Brodowski, Mandy – International Journal of Sustainability in Higher Education, 2017
Purpose: This paper's purpose is to describe students' learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators.…
Descriptors: Pedagogical Content Knowledge, Sustainability, Learning Processes, Active Learning
Nybo, Lars; May, Michael – Advances in Physiology Education, 2015
The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews)…
Descriptors: Active Learning, Inquiry, Undergraduate Students, Physiology
Patton, Kevin; Parker, Melissa; Neutzling, Misti M. – Research Quarterly for Exercise and Sport, 2012
Reform efforts to improve physical education often rely on facilitators to promote positive change. Although it is becoming more common, little is currently understood about the facilitation role. Our purpose was to examine facilitators' collective knowledge and experience with ongoing physical education professional development (PD), specifically…
Descriptors: Facilitators (Individuals), Role, Teacher Educators, Physical Education Teachers
Nuangchalerm, Prasart – Online Submission, 2014
Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…
Descriptors: Inquiry, Active Learning, Educational Practices, Science Education
Ge, Xun; Huang, Kun; Dong, Yifei – Interdisciplinary Journal of Problem-based Learning, 2010
A semester-long ethnography study was carried out to investigate project-based learning in a graduate software engineering course through the implementation of an Open-Source Software Development (OSSD) learning environment, which featured authentic projects, learning community, cognitive apprenticeship, and technology affordances. The study…
Descriptors: Investigations, Open Source Technology, Graduate Students, Computer Software