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Addressing the Challenges of Inquiry-Based Learning through Technology and Curriculum Design

Daniel C. Edelson, Douglas N. Gordin and Roy D. Pea
The Journal of the Learning Sciences
Vol. 8, No. 3/4 (1999), pp. 391-450
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/1466642
Page Count: 60
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Addressing the Challenges of Inquiry-Based Learning through Technology and Curriculum Design
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Abstract

Inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices. However, the implementation of inquiry learning in classrooms presents a number of significant challenges. We have been exploring these challenges through a program of research on the use of scientific visualization technologies to support inquiry-based learning in the geosciences. In this article, we describe 5 significant challenges to implementing inquiry-based learning and present strategies for addressing them through the design of technology and curriculum. We present a design history covering 4 generations of software and curriculum to show how these challenges arise in classrooms and how the design strategies respond to them.

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