Sharples, Mike; Collins, Trevor; Feißt, Markus; Gaved, Mark; Mulholland, Paul; Paxton, Mark and Wright, Michael
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We describe nQuire, a constraint-based learning toolkit to support a continuity of inquiry based learning between classroom and non-formal settings. The paper proposes design requirements for personal inquiry learning environments that support learning of personally meaningful science topics with development of metacognitive understanding and self-regulation of the scientific process through situated practice. It introduces a generic implementable model of the inquiry process, and describes an instantiation in the nQuire learning environment. An example of the use of the toolkit for a Healthy Eating inquiry with 28 Year 9 students concludes with results of the trial, design issues and recommendations.
|Item Type:||Conference Item|
|Copyright Holders:||2011 Springer-Verlag|
|Extra Information:||In G. Biswas, S. Bull, J. Kay & A. Mitrovic (eds.)
Artificial Intelligence in Education:
Proceedings of 15th International Conference, AIED 2011,
Auckland New Zealand, June 28 - July 01, 2011.
Springer Lecture Notes in Artificial Intelligence 6738.
Berlin: Springer-Verlag, 2011
|Keywords:||inquiry learning; science learning; metacognition; constraint-based|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
Centre for Research in Computing (CRC)
|Depositing User:||Mark Gaved|
|Date Deposited:||12 Oct 2011 15:42|
|Last Modified:||10 Feb 2017 11:52|
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