Open-Inquiry Course Design in the Public Policy Classroom
Bibliographic Data
| ID | 12378643 |
|---|---|
| Authors | Andrew Pennock (0000-0003-1409-4039, University of Virginia, corresponding author) |
| Year | 2020 |
| Volume | 53 |
| Issue | 4 |
| Pages | 793-801 |
| Publication date | 2020-05-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | PS Political Science & Politics (JOURNAL) |
| Journal identifiers | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1049096520000475 |
| OpenAlex | W3030249260 |
| Language | EN |
| References cited | 26 |
This article describes a variant of experiential course design—open inquiry—that has learning-how-to-learn (or metacognition about learning) as a primary course goal. In open-inquiry designs, students first choose the problems that they will study during the course. They then co-create each class period as the semester progresses. They recognize deficiencies in their own content knowledge, skills, and learning processes and take actions to remedy them. By reflecting on their successes and failures, students practice the skill of self-directed learning. This process of metacognitive reflection is a crucial skill that they will need when they face novel problems after graduation. In open-inquiry courses, students have produced high-quality work by learning about substantive policy areas that they choose to study, developing the policy skills that they deem important, and growing in their understanding about how they learn effectively
Active learning (machine learning · Class (philosophy · Cognition · Experiential learning · Graduation (instrument · Mathematics education · Metacognition · Pedagogy · Process (computing · Reflection (computer programming · Computer Science · Education and Critical Thinking Development · Engineering · Psychology · Reflective Practices in Education · Service-Learning and Community Engagement
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Metacognition in Educational Theory and Practice
Anatomy of STEM teaching in North American universities
A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning
Active learning increases student performance in science, engineering, and mathematics
Is It Better to Be Feared Than Loved? Investigating the Efficacy of Different Teaching Methods on the Learning of Specific Content
Teaching Policy Analysis Through Animated Films
Introducing policy analysis craft
Learning to Love the Swamp
Problem-Based Learning and Civic Engagement—Shifting the Focus of Learning in Public Policy Education
The Case for Using Policy Writing in Undergraduate Political Science Courses
| Citation velocity | historical |
|---|---|
| Highly cited | No |