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.
%0 Journal Article
%1 edelson1999addressing
%A Edelson, D.C.
%A Gordin, D.N.
%A Pea, R.D.
%D 1999
%I Taylor & Francis
%J Journal of the Learning Sciences
%K education inquiry inquiry-based learning technology
%N 3-4
%P 391--450
%T Addressing the challenges of inquiry-based learning through technology and curriculum design
%U http://halshs.archives-ouvertes.fr/docs/00/19/06/09/PDF/A101_Edelson_etal_99.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 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.
@article{edelson1999addressing,
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.},
added-at = {2012-04-09T09:25:10.000+0200},
author = {Edelson, D.C. and Gordin, D.N. and Pea, R.D.},
biburl = {https://www.bibsonomy.org/bibtex/2b4d87a866e6dd1e50a8576f9bae8ec63/yish},
interhash = {be1ebfd54aaf43954f6d4cd4c516adf1},
intrahash = {b4d87a866e6dd1e50a8576f9bae8ec63},
journal = {Journal of the Learning Sciences},
keywords = {education inquiry inquiry-based learning technology},
number = {3-4},
pages = {391--450},
publisher = {Taylor & Francis},
timestamp = {2012-04-09T09:25:10.000+0200},
title = {Addressing the challenges of inquiry-based learning through technology and curriculum design},
url = {http://halshs.archives-ouvertes.fr/docs/00/19/06/09/PDF/A101_Edelson_etal_99.pdf},
volume = 8,
year = 1999
}