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A “laboratory of knowledge-making” for personal inquiry learning

Sharples, Mike; Collins, Trevor; Feißt, Markus; Gaved, Mark; Mulholland, Paul; Paxton, Mark and Wright, Michael (2011). A “laboratory of knowledge-making” for personal inquiry learning. In: 15th International Conference, AIED 2011, 28 June - 01 July 2011, Auckland, New Zealand.

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Abstract

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
pp. 312-319.
Keywords: inquiry learning; science learning; metacognition; constraint-based
Academic Unit/Department: Institute of Educational Technology
Knowledge Media Institute
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Centre for Research in Computing (CRC)
Related URLs:
Item ID: 29786
Depositing User: Mark Gaved
Date Deposited: 12 Oct 2011 15:42
Last Modified: 26 Feb 2016 02:39
URI: http://oro.open.ac.uk/id/eprint/29786
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