Abstract
Inquiry experiences can provide valuable opportunities for students to improve their
understanding of both science content and scientific practices. However, the imple-
mentation of inquiry learning in classrooms presents a number of significant chal-
lenges. 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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