Dataset Information

The Role of Philosophical Inquiry in Helping Students Engage in Learning.

ABSTRACT: Studies have characterized high school students as bored, alienated, and disconnected with their class and the learning process. In order to address this problem to improve student learning engagement, this study explores the impact of philosophical inquiry (PI) on the development of adolescents' academic engagement and adds to the scholarly research on Philosophy for Children (P4C). In determining an appropriate and holistic approach to investigating students' learning engagement and motivation from the perspective of psychology, this study involves multiple forms of data collection, specifically including surveys, student work, focus group interviews, classroom discussions, and reflective notes. Applying a qualitative method, this multiple case study developed a deeper understanding of the classroom contexts, conditions, discourses, tools, and practices that promote positive adolescent learning experiences. The study developed a conceptual framework of student academic engagement in a PI class and summarized reasons why the participants engaged in learning. First, students believed that maintaining a safe and positive classroom environment is a fundamental condition for learning. Second, they reported that asking questions, sharing ideas, listening attentively, thinking deeply, and making connections are the manifestations of an engaging classroom. Third, students reported that they transcended their learning experiences by living a new philosophy that was acquired in the process of the community of inquiry. The study found that PI enhanced social inclusion and active participation of the participant in the learning process.

SUBMITTER: Leng L

PROVIDER: S-EPMC7105876 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

The Role of Philosophical Inquiry in Helping Students Engage in Learning.

Leng Lu L

Frontiers in psychology 20200324

Studies have characterized high school students as bored, alienated, and disconnected with their class and the learning process. In order to address this problem to improve student learning engagement, this study explores the impact of philosophical inquiry (PI) on the development of adolescents' academic engagement and adds to the scholarly research on Philosophy for Children (P4C). In determining an appropriate and holistic approach to investigating students' learning engagement and motivation ...[more]

PMID: 32265782

Similar Datasets

Project description:Self-generation of knowledge can activate deeper cognitive processing and improve long-term retention compared to the passive reception of information. It plays a distinctive role within the concept of inquiry-based learning, which is an activity-oriented, student-centered collaborative learning approach in which students become actively involved in knowledge construction by following an idealized hypothetico-deductive method. This approach allows students to not only acquire content knowledge, but also an understanding of investigative procedures/inquiry skills - in particular the control-of-variables strategy (CVS). From the perspective of cognitive load theory, generating answers and solutions during inquiry-based learning is inefficient as it imposes an intrinsic and extraneous load on learners. Previous research on self-generation of content knowledge in inquiry-based learning has demonstrated that (1) a high cognitive load impairs retention of the generated information, (2) feedback is a fundamental requirement for self-generation of complex content knowledge, (3) self-generation success is key to long-term retention, and (4) generating and rereading place different demands on learners. However, there is still no research on the self-generation of scientific reasoning skills (procedural knowledge) and no knowledge of interaction between the (long-term) retention of these skills with prior knowledge, feedback and self-generation success. That is why this experiment was conducted. The focus of this research is to analyze the distinctive role of self-generation of scientific reasoning skills within the concept of inquiry-based learning and to identify the influence of prior knowledge and self-generation success on short-term and long-term retention. For this purpose, an experiment involving 133 6th and 7th graders was conducted. An inquiry activity that included the self-generation of scientific reasoning skills was compared to an inquiry task that had students simply read information about the experimental design. We used both an immediate and a delayed test to examine which treatment better developed a deeper understanding of CVS and an ability to apply this knowledge to novel problems (transfer). Direct instruction was clearly superior to self-generation in facilitating students' acquisition of CVS immediately after the inquiry task. However, after a period of 1 week had elapsed, both treatment conditions turned out to be equally effective. A generation effect was only found among students with high self-generation success after a 1-week delay.

Dataset Information

The Role of Philosophical Inquiry in Helping Students Engage in Learning.

Publications

The Role of Philosophical Inquiry in Helping Students Engage in Learning.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets