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

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dc.contributor.advisorJerez Rodríguez, Sonia
dc.contributor.authorBanquet Galindo, Nidia Susana
dc.contributor.authorUrrea Arcila, Zuleimy
dc.date.accessioned2020-11-25T15:30:25Z
dc.date.available2020-11-25T15:30:25Z
dc.date.issued2020-11-24
dc.description.abstractThis 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.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.tableofcontentsACKNOWLEDGMENTSspa
dc.description.tableofcontentsABSTRACTspa
dc.description.tableofcontentsRESUMENspa
dc.description.tableofcontents1. INTRODUCTION ....................................................................................................................1spa
dc.description.tableofcontents2. THEORETICAL FRAMEWORK ..........................................................................................5spa
dc.description.tableofcontents2.1. Conceptual framework .........................................................................................................5spa
dc.description.tableofcontents2.1.1. Inquiry based-learning .......................................................................................................5spa
dc.description.tableofcontents2.1.2. Active participation ............................................................................................................8spa
dc.description.tableofcontents2.2. Literature review .................................................................................................................10spa
dc.description.tableofcontents3. METHODOLOGY .................................................................................................................14spa
dc.description.tableofcontents3.1 Type of study ........................................................................................................................14spa
dc.description.tableofcontents3.2. Context and participants ....................................................................................................14spa
dc.description.tableofcontents3.3. Data collection procedures ..................................................................................................15spa
dc.description.tableofcontents3.4 Data Analysis ........................................................................................................................17spa
dc.description.tableofcontentsLearners’ insights about the implementation ................................................................................18spa
dc.description.tableofcontents4. FINDINGS ..............................................................................................................................19spa
dc.description.tableofcontents4.1 Active participation ................................................................................................................19spa
dc.description.tableofcontents4.2. Learners’ insights about the implementation ......................................................................32spa
dc.description.tableofcontents4.3 Teacher’s Role .......................................................................................................................37spa
dc.description.tableofcontents4.4. Benefits and challenges ........................................................................................................42spa
dc.description.tableofcontents5. DISCUSSION .........................................................................................................................44spa
dc.description.tableofcontents6. CONCLUSIONS.....................................................................................................................48spa
dc.description.tableofcontentsREFERENCES ...............................................................................................................................50spa
dc.description.tableofcontentsAPPENDIX .....................................................................................................................................54spa
dc.description.tableofcontentsAppendix A .................................................................................................................................54spa
dc.description.tableofcontentsAppendix B .................................................................................................................................57spa
dc.description.tableofcontentsAppendix C .................................................................................................................................61spa
dc.description.tableofcontentsAppendix D .................................................................................................................................63spa
dc.description.tableofcontentsAppendix E .................................................................................................................................65spa
dc.description.tableofcontentsAppendix F .................................................................................................................................67spa
dc.description.tableofcontentsAppendix G .................................................................................................................................68spa
dc.description.tableofcontentsAppendix H .................................................................................................................................71spa
dc.description.tableofcontentsAppendix I ..................................................................................................................................74spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/3700
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsInquiry – based learningeng
dc.subject.keywordsActive participationeng
dc.subject.keywordsNew learning skillseng
dc.subject.keywordsTeacher’s roleeng
dc.titleInquiry – based learning to foster active participation in the english classspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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