Month: June 2023

Inquiry-based learning is a student-centered approach that shifts the focus from traditional teacher-centered instruction to active exploration and discovery. By posing questions or problems, often related to real-world contexts or personal interests, students are encouraged to take ownership and control of their learning. Through inquiry-based learning, students will engage in research, analysis, and experimentation to gather information from a set of sources selected by them, this active learning style helps students develop critical thinking skills and find meaning in a way that is relevant to them. This approach empowers students to formulate their own research questions, evaluate the credibility and relevance of sources, analyze data, draw informed conclusions, and communicate their findings. By using an inquiry-based learning design, students will become independent, self-driven learners, capable of lifelong learning and fostering a sense of curiosity and intellectual engagement 

Teaching personal finance with an inquiry-based learning approach offers numerous benefits and opportunities for students to develop a meaningful understanding of financial topics. Instead of passively receiving information, students are actively involved in the learning process by generating their own questions, conducting research, and analyzing data to build their knowledge. In an inquiry-based learning design focused on personal finance, students have the ability to explore questions that are relevant and interesting to them. They can delve into real-life financial scenarios or investigate topics related to their personal financial goals. By allowing students to pursue their own lines of inquiry, they can develop a sense of ownership and motivation in their education. Through their research, students can access a wide range of resources, such as financial websites, YouTube videos, articles, and finance books, to gather information and gain diverse perspectives. This multidimensional approach ensures that students receive a comprehensive understanding of personal finance and the skills necessary to make informed financial decisions. Furthermore, inquiry-based learning in personal finance recognizes the importance of financial literacy for all individuals. By allowing students to explore topics that are relevant to their lives, such as loans, investments, or budgeting, they will acquire practical knowledge that directly impacts their financial well-being. This approach ensures that students develop the skills needed to navigate the complex world of personal finance. Engaging in inquiry-based learning will not only enhance students’ understanding of personal finance but also cultivate critical thinking and effective communication skills. Students will learn to evaluate information and claims, analyze data, and present their findings in a coherent manner. These skills will be essential for making good financial decisions and communicating financial concepts to others. 

References:

Carfora, J. M., & Blessinger, P. (2014). Inquiry-based learning for faculty and institutional development a conceptual and practical resource for educators. Emerald.

During my childhood, I often experienced the application of behaviorism in my learning, particularly through my interactions with my parents. I vividly remember instances where they utilized a behaviorist approach to teach me various skills, such as tying my shoelaces. They would begin by demonstrating the process, using both visual and verbal cues to guide me. Then, they would encourage me to try it myself while offering prompts and guidance whenever necessary. Whenever I successfully managed to tie my shoes, my parents would provide positive reinforcement in the form of praise or even the enticing promise of a treat like ice cream. As I continued to practice and receive reinforcement, the act of tying my shoelaces gradually became more natural and independent for me. 

Cognitive learning is widely utilized in teaching, and I personally experienced its effectiveness during the last semester in my calculus course. Our instructor employed a cognitive approach by initially explaining the step-by-step process, providing numerous examples, and utilizing visual aids when applicable like in the graphing section. Actively engaging in the learning process, I attentively listened, took notes, and sought clarification through questioning if I did not understand. The assigned homework assignments further reinforced the newly acquired knowledge and allowed us to tackle increasingly challenging problems, thereby enhancing our comprehension of the subject matter on our own. With consistent practice and feedback, I gradually internalized the problem-solving method, leading to an enhanced ability to independently solve complex equations using the specific approach taught in class. 

In my current Gender Studies class, the professor adopts a strong constructivist approach to teaching. From the outset of the course, they emphasized building a solid foundation by encouraging us to draw upon our prior knowledge and personal experiences related to the subject. In this class we have freedom to choose our assignments. We are given the autonomy to select topics of interest and explore them through open-ended questions, allowing us to delve deeper into areas that resonate with us individually. A key aspect of our learning experience is the active exchange of ideas and interpretations among students. This dynamic fosters debates where we collaboratively examine and appreciate diverse viewpoints. Through this process, we not only deepen our understanding of the subject matter but also enhance our ability to integrate different perspectives, leading to a more comprehensive comprehension of the material. The classroom discussions and collaborative problem-solving activities extend beyond the confines of the course material, demonstrating the real-world relevance of our learning.