The Many Faces of Inductive Teaching and Learning

By Michael J. Prince, Richard M. Felder. 2007

587 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/77832ecfadd3bb57b22e0fc790307c7f9a5dcccc

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Citations in the corpus

Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning (2015, result): “This supports a trend in resistance to inquiry-based learning documented by other researchers (e.g., Prince and Felder, 2007; Doyle, 2008).”
PROJECT-BASED INSTRUCTION: A Review of the Literature on Effectiveness in Prekindergarten through 12th Grade Classrooms (2011, background): “Ideas such as these, combined with the model for scientific inquiry, have contributed to a variety of student-centered methods such as problem-based, case-based, discovery learning, and expeditionary learning (Knoll, 1997; Thomas, 2000; Prince & Felder, 2007).”
Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL (2008, methodology): “Of the three PXnL pedagogies, PLTL generally involves the least and PBL the greatest departure from traditional instruction [ 92 ].”
Problem‐based Learning: Influence on Students' Learning in an Electrical Engineering Course (2011, background): “…instruction and central focus is on the final product, where as problembased learning typically requires students to work on ill-structured problems while acquiring necessary knowledge base to complete the task and focus is on the learning process rather than final product (Prince & Felder, 2007).”
Fidelity of Implementation of Research‐Based Instructional Strategies (RBIS) in Engineering Science Courses (2013, background): “Case-based teaching Case-based teaching requires students to analyze case studies of historical or hypothetical situations that involve solving problems or making decisions (Prince & Felder, 2007).”
Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations (2013, background): “Speaking of ‘inductive teaching’, Prince and Felder (2007, 14) defined it as teaching that begins by ‘presenting students with a specific challenge, such as experimental data to interpret, a case study to analyze, or a complex real-world problem to solve’.”
Self-regulation and autonomy in problem- and project-based learning environments (2013, background): “…team-based work scenarios and the provision of multiple opportunities for collaboration with ample time to complete assignments are elements that theory suggests should encourage students to exercise independence in problem solving (e.g. Paris and Paris, 2001; Prince and Felder, 2006, 2007).”
Examining an experiential learning approach to prepare students for the volatile, uncertain, complex and ambiguous (VUCA) work environment (2019, background): “…(Mergendoller et al., 2006; Parker et al., 2011) showed that the former yielded significant positive effects on problemsolving skills, conceptual understanding, attitudes to learning, and “comparable or better student performance on tests of content knowledge” (Prince and Felder, 2007, p.16).”