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ERIC Number: ED343113
Record Type: Non-Journal
Publication Date: 1992-Mar-13
Pages: 29
Abstractor: N/A
Reference Count: N/A
Using Naturalistic Inquiry To Foster Higher Order Thinking in an Undergraduate Classroom.
Gill, Helen V.
A teaching/learning strategy called "Content-Field Synergy" (C-FS) promotes systematic instruction in the use of naturalistic inquiry as a higher order thinking strategy in social context. C-FS is a total course of study design that synthesizes and extends material from the required course text and lectures with observations from a "relevant slice of life." Undergraduate students in a reading methodology class at Corpus Christi State University in Texas compared the oral language, reading, and writing responses of a 3-year-old and a 6-year-old child by observing them in meaningful contexts and collecting reading, writing, and oral language samples. C-FS is conducted in four stages: (1) learning in the classroom; (2) observing and recording in a natural setting; (3) synthesizing all data and producing a manuscript; and (4) sharing the findings. A pilot study evaluated the C-FS strategy. Subjects, 81% of the 32 undergraduates enrolled in the prerequisite reading course during the 1991 second summer session, completed a survey concerning their perception of C-FS. Results indicated that: all respondents claimed that C-FS was relevant to the course; 92% claimed that it permitted freedom with guidance and enhanced their long-term memory; 81% said it enhanced their awareness of the real life situation as well as helped them to internalize text; and 73% claimed that it helped them to restructure their knowledge. (The course syllabus and a sample research paper using naturalistic inquiry are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A