The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Collaborative Inquiry Learning: Models, tools, and challenges
Abstract
Collaborative inquiry learning is one of the most challenging and exciting ventures for today’s schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self‐regulated learning activities supported by the teacher. It is expected that this way of learning fosters students’ motivation and interest in science, that they learn to perform steps of inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards, the article reviews some prominent models of inquiry learning. This comparison results in a set of inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative inquiry learning. These tools are analysed by describing their functionalities as well as effects on student learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.
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Citations
Cites
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653139 · Cited by 3,594 · cited 2×
“Further difficulties in defining inquiry learning arise from the fact that inquiry learning can be seen in close relation to problem-based (Evenson & Hmelo, 2000), project-based (Blumenfeld et al., 1991), or discovery learning (Gijlers & de Jong, 2005).”
BackgroundScientific discovery learning with computer simulations of conceptual domains
De Jong, T., & Van Joolingen, W. R. (1998) · Review of Educational Research · doi:10.3102/00346543068002179 · Cited by 1,593
Inquiry, modeling, and metacognition: making science accessible to all students
White, B. Y., & Frederiksen, J. R. (1998) · Cognition and Instruction · doi:10.1207/s1532690xci1601_2 · Cited by 1,394 · cited 5×
“The inquiry cycle by White and Frederiksen ( 1998 ), for example, consists of the iterated activity sequence “question—predict—experiment—model—apply”; this inquiry cycle is embedded in students’ reflective assessment activities.”
BackgroundMethodInfluentialWhen is an illustration worth ten thousand words?
Mayer, R. E., & Gallini, J. K. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.715 · Cited by 1,051 · cited 2×
“Nevertheless, the graphic format deserves particular attention, since it enables simultaneous processing of large amounts of information (Mayer & Gallini, 1990).”
BackgroundConcept mapping: A useful tool for science education
Novak, J. D. (1990) · Journal of Research in Science Teaching · doi:10.1002/tea.3660271003 · Cited by 1,032
Addressing the challenges of inquiry‐based learning through technology and curriculum design
Edelson, D., Gordin, D., & Pea, R. (1999) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0803&4_3 · Cited by 366
Learning and Instruction with Computer Simulations: Learning Processes Involved
de Jong, T., & Njoo, M. (1992) · Computer-Based Learning Environments and Problem Solving · doi:10.1007/978-3-642-77228-3_19 · Cited by 125
Cited by
Phases of inquiry-based learning: Definitions and the inquiry cycle
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015) · Educational Research Review · doi:10.1016/j.edurev.2015.02.003 · Cited by 2,119
What Does Professional Digital Competence Mean in Teacher Education?
Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014) · Nordic Journal of Digital Literacy · doi:10.18261/issn1891-943x-2014-04-04 · Cited by 209
Student-Generated Content: Enhancing learning through sharing multiple-choice questions
Hardy, J., Bates, S. P., Casey, M. M., Galloway, K. W., Galloway, R. K., Kay, A. E., Kirsop, P., & McQueen, H. A. (2014) · International Journal of Science Education · doi:10.1080/09500693.2014.916831 · Cited by 119
Chan, T.-W., Looi, C.-K., Chen, W., Wong, L.-H., Chang, B., Liao, C. C. Y., Cheng, H., Chen, Z.-H., Liu, C.-C., Kong, S.-C., et al. (2018) · Journal of Computers in Education · doi:10.1007/s40692-018-0122-0 · Cited by 73
Developing nursing ethical competences online versus in the traditional classroom
Trobec, I., & Starcic, A. I. (2015) · Nursing Ethics · doi:10.1177/0969733014533241 · Cited by 52
Metadata
- Authors
- Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2009-06-02
- Volume
- 32
- Issue
- 3
- Pages
- 349-377
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W2170557017
- Cited by
- 541
- References
- 7
- FWCI
- 30.98
- Type
- journal article
- Language
- en
- Open access
- closed
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