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Inquiry learning reconsidered; contexts, representations and challenges

Scanlon, Eileen; Anastopoulou, Stamatina and Kerawalla, Lucinda (2011). Inquiry learning reconsidered; contexts, representations and challenges. In: Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. Orchestrating Inquiry Learning. Abingdon: Routledge.

URL: http://www.routledge.com/books/details/97804156011...
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Abstract

[About the book]

There is currently a rapidly growing interest in inquiry learning and an emerging consensus among researchers that, particularly when supported by technology, it can be a significant vehicle for developing higher order thinking skills. Inquiry learning methods also offer learners meaningful and productive approaches to the development of their knowledge of the world, yet such methods can present significant challenges for teachers and students.

Orchestrating Inquiry Learning addresses the key challenge of how to resource and support processes of inquiry learning within and beyond the classroom. It argues that technological support, when coupled with appropriate design of activities and management of the learning environment, can enable inquiry learning experiences that are engaging, authentic and personally relevant.

Item Type: Book Chapter
Copyright Holders: 2011 The Authors
ISBN: 0-415-60112-6, 978-0-415-60112-2
Academic Unit/Department: Institute of Educational Technology
Education and Language Studies > Childhood, Development and Learning
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 31359
Depositing User: Eileen Scanlon
Date Deposited: 13 Jan 2012 11:31
Last Modified: 25 Oct 2012 14:39
URI: http://oro.open.ac.uk/id/eprint/31359
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