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 Computing (CRC)
Related URLs:	http://www.springerlink.com/content/v084...(Other) http://aied2011.canterbury.ac.nz/node/10...(Other)
Item ID:	29786
Depositing User:	Mark Gaved
Date Deposited:	12 Oct 2011 15:42
Last Modified:	25 Oct 2012 21:59
URI:	http://oro.open.ac.uk/id/eprint/29786

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