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 paper, we describe five 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 four generations of
software and curriculum to show how these challenges arise in classrooms and how the
design strategies respond to them.
%0 Journal Article
%1 edelson1999addressing
%A Edelson, Daniel C.
%A Gordin, Douglas N.
%A Pea, Roy D.
%D 1999
%I Routledge
%J Journal of the Learning Sciences
%K asld-book design education inquiry-based iterative ldg learning learningdesigngrid
%N 3
%P 391-450
%T Addressing the challenges of inquiry-based learning through technology and curriculum design
%U http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.46.7096&rep=rep1&type=pdf
%V 8
%X 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 paper, we describe five 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 four generations of
software and curriculum to show how these challenges arise in classrooms and how the
design strategies respond to them.
@article{edelson1999addressing,
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 paper, we describe five 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 four generations of
software and curriculum to show how these challenges arise in classrooms and how the
design strategies respond to them.},
added-at = {2010-08-06T16:18:19.000+0200},
author = {Edelson, Daniel C. and Gordin, Douglas N. and Pea, Roy D.},
biburl = {https://www.bibsonomy.org/bibtex/240a9a0caf46d3d767be831d59622b58c/yish},
interhash = {be1ebfd54aaf43954f6d4cd4c516adf1},
intrahash = {40a9a0caf46d3d767be831d59622b58c},
journal = {Journal of the Learning Sciences},
keywords = {asld-book design education inquiry-based iterative ldg learning learningdesigngrid},
number = 3,
pages = {391-450},
publisher = {Routledge},
timestamp = {2012-01-05T14:31:07.000+0100},
title = {Addressing the challenges of inquiry-based learning through technology and curriculum design},
url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.46.7096&rep=rep1&type=pdf},
volume = 8,
year = 1999
}