Abstract
This article discusses the teachers' role in self-directed learning (SDL) - a central concept in adult education. We explore the use of Socratic questioning to develop critical thinking, which is the outcome of SDL in problem-based learning (PBL). In particular, we analyse 11 adult learners' reflective journals in relation to a Socratic seminar. Findings showed that adult learners value the mutual relationship between the learner and the teacher in managing the learning process. In addition, we suggest a teaching approach where Socratic questioning can facilitate students' SDL. We conclude with implications on its use as a means to initiate the learning goals of a PBL tutorial.
Original language | English |
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Pages (from-to) | 109-129 |
Number of pages | 21 |
Journal | Studies in the Education of Adults |
Volume | 51 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2019 |
JEL classifications
- i21 - Analysis of Education
Keywords
- Adult learning
- Socratic questioning
- critical thinking
- problem-based learning (PBL)
- self-directed learning (SDL)
- CRITICAL THINKING
- STUDENTS