Inquiry – based learning to foster active participation in the english class

Banquet Galindo, Nidia Susana; Urrea Arcila, Zuleimy

dc.contributor	Jerez Rodríguez, Sonia
dc.creator	Banquet Galindo, Nidia Susana
dc.creator	Urrea Arcila, Zuleimy
dc.date	2020-11-25T15:30:25Z
dc.date	2020-11-25T15:30:25Z
dc.date	2020-11-24
dc.date.accessioned	2023-09-06T21:52:54Z
dc.date.available	2023-09-06T21:52:54Z
dc.identifier	https://repositorio.unicordoba.edu.co/handle/ucordoba/3700
dc.identifier.uri	https://repositorioslatinoamericanos.uchile.cl/handle/2250/8709578
dc.description	This study aimed to explore the use of Inquiry – based learning (IBL) to foster eighth graders active participation in the English class. A qualitative case study was followed during a semester at Institucion Educativa Normal Superior. Findings revealed that in spite of receiving classes remotely given the pandemic Covid- 19 students shared, collaborated, and actively participated either orally or doing written tasks to create meaning though the texts they shared. Additionally, students developed new learning skills to solve every day problems and creatively communicated with others using digital practices never included before in their classes. Also, IBL allowed the teacher to assume different roles such as facilitator, motivator and guide rather than being only a provider of knowledge. Finally, this study also highlights some benefits like the use of internet to look up for information and challenges like the lack of oral participation because of the pronunciation. Those benefits and challenges came out with the use of IBL to foster active participation.
dc.description	ACKNOWLEDGMENTS
dc.description	ABSTRACT
dc.description	RESUMEN
dc.description	1. INTRODUCTION ....................................................................................................................1
dc.description	2. THEORETICAL FRAMEWORK ..........................................................................................5
dc.description	2.1. Conceptual framework .........................................................................................................5
dc.description	2.1.1. Inquiry based-learning .......................................................................................................5
dc.description	2.1.2. Active participation ............................................................................................................8
dc.description	2.2. Literature review .................................................................................................................10
dc.description	3. METHODOLOGY .................................................................................................................14
dc.description	3.1 Type of study ........................................................................................................................14
dc.description	3.2. Context and participants ....................................................................................................14
dc.description	3.3. Data collection procedures ..................................................................................................15
dc.description	3.4 Data Analysis ........................................................................................................................17
dc.description	Learners’ insights about the implementation ................................................................................18
dc.description	4. FINDINGS ..............................................................................................................................19
dc.description	4.1 Active participation ................................................................................................................19
dc.description	4.2. Learners’ insights about the implementation ......................................................................32
dc.description	4.3 Teacher’s Role .......................................................................................................................37
dc.description	4.4. Benefits and challenges ........................................................................................................42
dc.description	5. DISCUSSION .........................................................................................................................44
dc.description	6. CONCLUSIONS.....................................................................................................................48
dc.description	REFERENCES ...............................................................................................................................50
dc.description	APPENDIX .....................................................................................................................................54
dc.description	Appendix A .................................................................................................................................54
dc.description	Appendix B .................................................................................................................................57
dc.description	Appendix C .................................................................................................................................61
dc.description	Appendix D .................................................................................................................................63
dc.description	Appendix E .................................................................................................................................65
dc.description	Appendix F .................................................................................................................................67
dc.description	Appendix G .................................................................................................................................68
dc.description	Appendix H .................................................................................................................................71
dc.description	Appendix I ..................................................................................................................................74
dc.description	Pregrado
dc.description	Licenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.format	application/pdf
dc.format	application/pdf
dc.format	application/pdf
dc.language	eng
dc.publisher	Facultad de Educación y Ciencias Humanas
dc.publisher	Montería, Córdoba, Colombia
dc.publisher	Licenciatura en Educación Básica con Énfasis en Humanidades-Inglés
dc.rights	Copyright Universidad de Córdoba, 2020
dc.rights	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.rights	Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.subject	Inquiry – based learning
dc.subject	Active participation
dc.subject	New learning skills
dc.subject	Teacher’s role
dc.title	Inquiry – based learning to foster active participation in the english class
dc.type	Trabajo de grado - Pregrado
dc.type	info:eu-repo/semantics/bachelorThesis
dc.type	http://purl.org/coar/resource_type/c_7a1f
dc.type	info:eu-repo/semantics/submittedVersion
dc.type	Text
dc.type	https://purl.org/redcol/resource_type/TP

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Universidad de Córdoba (Colombia)