| ID | 175309 |
| Title Proper | Open-Inquiry Course Design in the Public Policy Classroom |
| Language | ENG |
| Author | Pennock, Andrew |
| Summary / Abstract (Note) | This article describes a variant of experiential course design—open inquiry—that has learning-how-to-learn (or metacognition about learning) as a primary course goal. In open-inquiry designs, students first choose the problems that they will study during the course. They then co-create each class period as the semester progresses. They recognize deficiencies in their own content knowledge, skills, and learning processes and take actions to remedy them. By reflecting on their successes and failures, students practice the skill of self-directed learning. This process of metacognitive reflection is a crucial skill that they will need when they face novel problems after graduation. In open-inquiry courses, students have produced high-quality work by learning about substantive policy areas that they choose to study, developing the policy skills that they deem important, and growing in their understanding about how they learn effectively. |
| `In' analytical Note | Political Science and Politics Vol. 53, No.4; Oct 2020: p.793 - 801 |
| Journal Source | Political Science and Politics 2020-12 53, 4 |
| Key Words | Open-Inquiry Course Design ; Public Policy Classroom |