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Collaborative Inquiry Learning: Models, tools, and challenges

Collaborative Inquiry Learning: Models, tools, and challenges 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Science Education Taylor & Francis

Collaborative Inquiry Learning: Models, tools, and challenges

29 pages

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References (119)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1464-5289
eISSN
0950-0693
DOI
10.1080/09500690802582241
Publisher site
See Article on Publisher Site

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.

Journal

International Journal of Science EducationTaylor & Francis

Published: Feb 1, 2010

Keywords: Inquiry learning; Collaboration; Computer‐based learning environments; Science education; Learning environment; Collaborative inquiry learning; Computer assistance

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