Collaborative inquiry learning: models, tools, and challenges

Journal article | Zeitschriftenartikel

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.

Angaben zum Objekt

• Umfang: Seite(n): 349-377
• Sprache: Englisch
• Anmerkungen: Status: Postprint; begutachtet (peer reviewed)

Verweise und Beziehungen

• Erschienen in: International Journal of Science Education, 32(3)

Klassifikation und Themen

• Thema: Bildung und Erziehung ; Unterricht, Didaktik ; Unterricht ; Lernumgebung ; Lernen ; computerunterstütztes Lernen ; Selbststeuerung ; Kompetenz

Beteiligte, Orts- und Zeitangaben

• Ereignis: Geistige Schöpfung
• (wer): Bell, Thorsten ; Urhahne, Detlef ; Schanze, Sascha ; Ploetzner, Rolf
• Ereignis: Veröffentlichung
• (wo): Vereinigtes Königreich
• (wann): 2010

Weitere Informationen

• DOI: https://doi.org/10.1080/09500690802582241
• URN: urn:nbn:de:0168-ssoar-213033
• Rechteinformation: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
• Letzte Aktualisierung: 21.06.2024, 16:26 MESZ