Student Perceptions of the Freshman Modes of Inquiry Course (Fall, 1966) [electronic resource] / Harold E. Yuker and Pauline Lichtenstein.
Freshmen entering Hofstra University in the Fall of 1966 were assigned on a random basis either to the regular Freshman Seminar course, with emphasis on discussion, or to the Modes of Inquiry course, with emphasis on ways of learning and the development of critical thinking. The students responded t...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1968.
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MARC
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| 100 | 1 | |a Yuker, Harold E. | |
| 245 | 1 | 0 | |a Student Perceptions of the Freshman Modes of Inquiry Course (Fall, 1966) |h [electronic resource] / |c Harold E. Yuker and Pauline Lichtenstein. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1968. | ||
| 300 | |a 14 p. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 500 | |a ERIC Document Number: ED027819. | ||
| 520 | |a Freshmen entering Hofstra University in the Fall of 1966 were assigned on a random basis either to the regular Freshman Seminar course, with emphasis on discussion, or to the Modes of Inquiry course, with emphasis on ways of learning and the development of critical thinking. The students responded to a 30-item questionnaire which was designed to assess their reactions to the particular course they had taken. The data obtained indicated that students in both courses would like discussion on a number of topics, and an emphasis on learning to think critically, although the relative emphases to be placed on these two points differed in each group of students. Those in the Freshman Seminar course felt that an ideal course would place more emphasis on discussion, and those in the Modes of Inquiry course perceived an ideal course as one that placed more emphasis on learning, thinking, and ways of knowing. Thus the students' perceptions of an ideal course tended to be similar to the one that they took. Although students in the Freshman Seminar class were most influenced by discussion, they also appreciated learning to think critically. It seems that students should be exposed equally to both courses, or given the right to choose to take either or both of them. (WM) | ||
| 650 | 1 | 7 | |a College Freshmen. |2 ericd. |
| 650 | 0 | 7 | |a Discussion (Teaching Technique) |2 ericd. |
| 650 | 1 | 7 | |a First Year Seminars. |2 ericd. |
| 650 | 1 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Learning Theories. |2 ericd. |
| 650 | 1 | 7 | |a Student Reaction. |2 ericd. |
| 700 | 1 | |a Lichtenstein, Pauline. | |
| 710 | 2 | |a Hofstra University. |b Center for the Study of Higher Education. | |
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