تقرير
Reasoning and Rationale versus Opinions and Ideas: Using Inquiry-Based Instruction to Reduce Political Bias in Today's College Classrooms
| العنوان: | Reasoning and Rationale versus Opinions and Ideas: Using Inquiry-Based Instruction to Reduce Political Bias in Today's College Classrooms |
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| اللغة: | English |
| المؤلفون: | Hunzicker, Jana (ORCID |
| المصدر: | Online Submission. 2023. |
| Peer Reviewed: | N |
| Page Count: | 30 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Political Attitudes, Bias, Classroom Environment, Discussion (Teaching Technique), Conflict, Political Issues, Inquiry, Teaching Methods, Information Sources, Active Learning, Learner Controlled Instruction, Logical Thinking, Higher Education |
| مستخلص: | In theory, the fact that American colleges and universities tend to be liberal-leaning should not be an issue. However, several studies document that political bias in today's college classrooms causes students to avoid discussing potentially controversial topics for fear of criticism and ridicule, lowered grades, and even physical harm. Inquiry-based instruction can increase students' feelings of safety in sharing their views, decrease student self-censorship, and allow students to practice engaging in uncomfortable yet collegial conversations. This article describes how inquiry-based instruction can be used to: (1) encourage students' consideration of a balanced range information drawn from a variety of sources (curriculum); (2) facilitate active and student-centered thinking, discourse, and decision-making (instruction); and (3) emphasize thoughtful and research-based logic, reasoning, and rationale over simply expression of opinions and ideas (assessment). Such an inquiry-based approach to curriculum, instruction, and assessment can reduce political bias in today's college classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | ED631002 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |