Personal Inquiry: Orchestrating Science Investigations within and beyond the Classroom

Autor/inn/en	Sharples, Mike; Scanlon, Eileen; Ainsworth, Shaaron; Anastopoulou, Stamatina; Collins, Trevor; Crook, Charles; Jones, Ann; Kerawalla, Lucinda; Littleton, Karen; Mulholland, Paul; O'Malley, Claire
Titel	Personal Inquiry: Orchestrating Science Investigations within and beyond the Classroom
Quelle	In: Journal of the Learning Sciences, 24 (2015) 2, S.308-341 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2014.944642
Schlagwörter	Science Instruction; Science Experiments; Science Activities; Inquiry; Clubs; Field Trips; Homework; Large Group Instruction; Independent Study; Cooperative Learning; Intervention; Science Teachers; Educational Technology; Telecommunications; Foreign Countries; Technology Uses in Education; Computer Software; Design; Science Curriculum; After School Programs; Middle School Students; Participatory Research; United Kingdom + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Club; Klub; Exkursion; Hausaufgabe; Selbststudium; Kooperatives Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Telekommunikationstechnik; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Forschungstätigkeit; Großbritannien
Abstract	A central challenge for science educators is to enable young people to act as scientists by gathering and assessing evidence, conducting experiments, and engaging in informed debate. We report the design of the nQuire toolkit, a system to support scripted personal inquiry learning, and a study of its use with school students ages 11-14. This differs from previous work on inquiry learning by its emphasis on learners investigating topics of personal significance supported by a computer-based toolkit to guide school pupils through an entire inquiry process that connects structured learning in the classroom with discovery and data collection at home or outdoors. Findings from the studies indicate that the toolkit was successfully adopted by teachers and pupils in contexts that included teacher-directed lessons, an after-school club, field trips, and learner-managed homework. It effectively supported the transition between individual, group, and whole-class activities and supported learning across formal and informal settings. We discuss issues raised by the intervention studies, including how the combination of technology and pedagogy provided support for the teacher despite difficulties in managing the technology and integrating field data into a classroom lesson. We also discuss the difficulty of altering young people's attitudes to science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01