Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design
Year: 1999
Type: article
Abstract: Inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices. However, the implementation of inquiry learning in classrooms presents a number of significant challenges. We have been exploring these challenges through a program of research on the use of scientific visualization technologies to support inquiry-based learning in the geosciences. In this paper, we describe five significant challenges to implementing inquiry-based learning and present strategies for addressing them through the design of technology and curriculum. We present a design history covering four generations of software and curriculum to show how these challenges arise in classrooms and how the design strategies respond to them. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry...(National Scie...
Source: Journal of the Learning Sciences
Authors: Daniel Edelson, Douglas Gordin, Roy Pea
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: National Science Foundation
Awards: The Co Vis Testbed: A National Science Education Collaboratory, Learning and Intelligent Systems: Center for Learning Technologies in Urban Schools, The WorldWatcher Curriculum: Integrating Visualization into Inquiry-Based Science Learning, Toward a General Scientific Visualization Architecture for Education, Learning Through Collaborative Visualization: A Model for Sixth-Generation Project Science
OpenAlex ID: W4252248660