The Micro Assignment Guided Inquiry and Collaboration (MAGIC) Method: A Qualitative Discussion of the Benefits of Active Learning Through Scaffolded Assignments in Upper-Level Physics and Mathematics.
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| Title: | The Micro Assignment Guided Inquiry and Collaboration (MAGIC) Method: A Qualitative Discussion of the Benefits of Active Learning Through Scaffolded Assignments in Upper-Level Physics and Mathematics. |
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| Authors: | Malenda, R. F.1 (AUTHOR) malendar@moravian.edu, Talbott, S.2 (AUTHOR), Walck, Scott3 (AUTHOR) |
| Source: | Journal of College Science Teaching. May/Jun2024, Vol. 53 Issue 3, p253-260. 8p. |
| Subject Terms: | *Active learning, *Inquiry-based learning, *Upper level courses (Education), *Student engagement, Mathematical physics, Assignment problems (Programming), Mathematics |
| Abstract: | In this article, we discuss Micro Assignment Guided Inquiry and Collaboration (MAGIC), an active learning method that draws on the merits of inquiry-based learning in STEM courses. We describe the use of Micro Assignments (MAs) consisting of a series of short, instructive guiding questions that scaffold the course material. Students work through these questions and present solutions to the class. The instructor facilitates learning as well as collaboration among the students during face-to-face interactions, providing the Guided Inquiry and Collaboration (GIC). We present a qualitative discussion about this active learning approach that achieves some of the documented benefits, such as deep student engagement with the material and familiarity with communicating arguments. This method also helps students develop the skills they need as they move from lower- to upper-level courses, such as collaborating, active reading, and breaking down involved assignments and problems into manageable steps. Through GIC and use of the MAs, the instructor guides students to become more abstract thinkers who desire evidence, evaluate arguments, and no longer follow step-by-step formulas but rather produce logical thought processes. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 177218698 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Micro Assignment Guided Inquiry and Collaboration (MAGIC) Method: A Qualitative Discussion of the Benefits of Active Learning Through Scaffolded Assignments in Upper-Level Physics and Mathematics. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Malenda%2C+R%2E+F%2E%22">Malenda, R. F.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> malendar@moravian.edu</i><br /><searchLink fieldCode="AR" term="%22Talbott%2C+S%2E%22">Talbott, S.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Walck%2C+Scott%22">Walck, Scott</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+College+Science+Teaching%22">Journal of College Science Teaching</searchLink>. May/Jun2024, Vol. 53 Issue 3, p253-260. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Upper+level+courses+%28Education%29%22">Upper level courses (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+physics%22">Mathematical physics</searchLink><br /><searchLink fieldCode="DE" term="%22Assignment+problems+%28Programming%29%22">Assignment problems (Programming)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, we discuss Micro Assignment Guided Inquiry and Collaboration (MAGIC), an active learning method that draws on the merits of inquiry-based learning in STEM courses. We describe the use of Micro Assignments (MAs) consisting of a series of short, instructive guiding questions that scaffold the course material. Students work through these questions and present solutions to the class. The instructor facilitates learning as well as collaboration among the students during face-to-face interactions, providing the Guided Inquiry and Collaboration (GIC). We present a qualitative discussion about this active learning approach that achieves some of the documented benefits, such as deep student engagement with the material and familiarity with communicating arguments. This method also helps students develop the skills they need as they move from lower- to upper-level courses, such as collaborating, active reading, and breaking down involved assignments and problems into manageable steps. Through GIC and use of the MAs, the instructor guides students to become more abstract thinkers who desire evidence, evaluate arguments, and no longer follow step-by-step formulas but rather produce logical thought processes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0047231X.2024.2338696 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 253 Subjects: – SubjectFull: Active learning Type: general – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Upper level courses (Education) Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Mathematical physics Type: general – SubjectFull: Assignment problems (Programming) Type: general – SubjectFull: Mathematics Type: general Titles: – TitleFull: The Micro Assignment Guided Inquiry and Collaboration (MAGIC) Method: A Qualitative Discussion of the Benefits of Active Learning Through Scaffolded Assignments in Upper-Level Physics and Mathematics. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Malenda, R. F. – PersonEntity: Name: NameFull: Talbott, S. – PersonEntity: Name: NameFull: Walck, Scott IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May/Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0047231X Numbering: – Type: volume Value: 53 – Type: issue Value: 3 Titles: – TitleFull: Journal of College Science Teaching Type: main |
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