Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

By Michael J. Prince, Richard M. Felder. 2006

2,426 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7ec41ac408d6c43d08508c03d1c4de72fe0c7aed

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Citations in the corpus

Experiential Learning Theory as a Guide for Experiential Educators in Higher Education (2022, background): “As experiential, learner-centered education has gained widespread acceptance in the twenty-first century (Prince & Felder 2006; Slavich & Zimbardo 2012), more and more educators are experimenting with experiential learning practices such as service learning (Bielefeldt et al. 2011; Brower 2011),…”
Learning, Beliefs, and Products: Students' Perspectives with Project-Based Learning. (2011, methodology): “However, while the emphasis in project-based learning may center on the production of a learning artifact, problem-based learning seems to require “the acquisition of new knowledge and the solution may be less important than the knowledge gained in obtaining it” (Prince & Felder, 2006, p. 130).”
Active learning increases student performance in science, engineering, and mathematics (2014, background): “Although traditional lecturing has dominated undergraduate instruction for most of a millennium and continues to have strong advocates (29), current evidence suggests that a constructivist “ask, don’t tell” approach may lead to strong increases in student performance—amplifying recent calls from pol”
Increasing the Use of Evidence‐Based Teaching in STEM Higher Education: A Comparison of Eight Change Strategies (2014, background): “Tremendous investment and related efforts over the past few decades have built up a substantial knowledge base about STEM learning and many effective pedagogies and interventions (Borrego, Froyd, & Hall, 2010; NRC, 2012; Prince & Felder, 2006).”
Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback (2012, background): “education and is perceived to be a useful pedagogical approach to enhance student learning (Felder and Spurlin 2005; Prince and Felder 2006).”
Problem‐based Learning: Influence on Students' Learning in an Electrical Engineering Course (2011, methodology): “Given the limited research on the beneficial effects of PBL on student learning, this study provides empirical support for PBL.”
On Becoming an Experiential Educator (2014, methodology): “…subject matter expert, teaching style As experiential, learner-centered education has gained widespread acceptance in the 21st century (Prince & Felder, 2006; Slavich & Zimbardo, 2012), increasing numbers of educators are considering or experimenting with experiential learning…”
How Can Recommender Systems Benefit from Large Language Models: A Survey (2023, neutral): “In this way, LLM can provide aligned in-domain knowledge to CRM, while CRM act as a frequently updated adapter for LLM.”
Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography (2008, methodology): “The approach has been relatively widely adopted in some disciplines, such as medical training, and in more recent years has become more extensively used in the sciences (Prince & Felder, 2006) and geography (e.g. Pawson et al., 2006).”
Conceptual Understanding of Electrical Circuits in Secondary Vocational Engineering Education: Combining Traditional Instruction with Inquiry Learning in a Virtual Lab (2013, methodology): “The software offered a brief summary and a series of exercises for each chapter of the textbook and exercise book, mainly calculation exercises, but also some insight questions (measured by means of multiple-choice items).”
Self-regulation and autonomy in problem- and project-based learning environments (2013, methodology): “(p. 37) The distinction between PBL and PjBLs adopted in this article is according to the definition of Prince and Felder (2006): The emphasis in PjBL is on applying or integrating knowledge while in PBL it is on acquiring it.”
The reflective diary as a method for the formative assessment of self-regulated learning (2018, background): “The dominant pedagogy in the tissue engineering course is inquiry-based learning, which belongs to the family of inductive teaching methods (Prince and Felder 2006).”