The Experts below are selected from a list of 96303 Experts worldwide ranked by ideXlab platform
Rolf Ploetzner - One of the best experts on this subject based on the ideXlab platform.
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Collaborative Inquiry Learning: Models, Tools, and Challenges
International Journal of Science Education, 2010Co-Authors: Thorsten Bell, Detlef Urhahne, Sascha Schanze, Rolf PloetznerAbstract:Collaborative Inquiry Learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and Learning into the classroom where students in groups engage in self-regulated Learning activities supported by the teacher. It is expected that this way of Learning fosters students' motivation and interest in science, that they learn to perform steps of Inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards the article reviews some prominent models of Inquiry Learning. This comparison results in a set of Inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry Learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of Inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative Inquiry Learning. These tools are analysed by describing their functionalities as well as effects on student Learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.
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collaborative Inquiry Learning models tools and challenges
International Journal of Science Education, 2010Co-Authors: Thorsten Bell, Detlef Urhahne, Sascha Schanze, Rolf PloetznerAbstract:Collaborative Inquiry Learning is one of the most challenging and exciting ventures for today’s schools. It aims at bringing a new and promising culture of teaching and Learning into the classroom where students in groups engage in self‐regulated Learning activities supported by the teacher. It is expected that this way of Learning fosters students’ motivation and interest in science, that they learn to perform steps of Inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards, the article reviews some prominent models of Inquiry Learning. This comparison results in a set of Inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry Learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of Inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and env...
Thorsten Bell - One of the best experts on this subject based on the ideXlab platform.
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Collaborative Inquiry Learning: Models, Tools, and Challenges
International Journal of Science Education, 2010Co-Authors: Thorsten Bell, Detlef Urhahne, Sascha Schanze, Rolf PloetznerAbstract:Collaborative Inquiry Learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and Learning into the classroom where students in groups engage in self-regulated Learning activities supported by the teacher. It is expected that this way of Learning fosters students' motivation and interest in science, that they learn to perform steps of Inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards the article reviews some prominent models of Inquiry Learning. This comparison results in a set of Inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry Learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of Inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative Inquiry Learning. These tools are analysed by describing their functionalities as well as effects on student Learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.
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collaborative Inquiry Learning models tools and challenges
International Journal of Science Education, 2010Co-Authors: Thorsten Bell, Detlef Urhahne, Sascha Schanze, Rolf PloetznerAbstract:Collaborative Inquiry Learning is one of the most challenging and exciting ventures for today’s schools. It aims at bringing a new and promising culture of teaching and Learning into the classroom where students in groups engage in self‐regulated Learning activities supported by the teacher. It is expected that this way of Learning fosters students’ motivation and interest in science, that they learn to perform steps of Inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards, the article reviews some prominent models of Inquiry Learning. This comparison results in a set of Inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry Learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of Inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and env...
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role of the teacher in computer supported collaborative Inquiry Learning
International Journal of Science Education, 2010Co-Authors: Detlef Urhahne, Thorsten Bell, Sascha Schanze, Amie Mansfield, Jeff HolmesAbstract:The article presents an analysis of practices in teaching with computer‐supported collaborative Inquiry Learning environments. We describe the role of the teacher in computer‐supported collaborative Inquiry Learning by five principles that span the whole instructional process, from the preparation of the lesson up to the assessment of Learning achievement. For successful implementation of computer‐supported projects, the teacher has to (1) envision the lesson, (2) enable collaboration, (3) encourage students, (4) ensure Learning, and (5) evaluate achievement. We analyse classroom scenarios provided by eight teachers or mentors who implemented one of four different approaches developed by multimedia researchers: Web‐based Inquiry Science Environment, Modeling Across the Curriculum, Collaborative Laboratories across Europe, or Resources for Collaborative Inquiry Learning. Teachers or mentors responded to a semi‐structured questionnaire about their experiences in implementing the Inquiry lesson. A comparison...
Van Hedderik Rijn - One of the best experts on this subject based on the ideXlab platform.
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Studying Inquiry Learning with FILE
Computers in Human Behavior, 2005Co-Authors: P. Wilhelm, Jos Beishuizen, Van Hedderik RijnAbstract:The FILE program (flexible Inquiry Learning environment) is a research tool, which allows researchers in Inquiry Learning to design and administer Learning tasks in which task domain and task model (i.e. the relations between input and output variables) can be adjusted independently, while other factors (e.g. interface) are held constant. Its monitoring facilities allow for on-line measurement of Learning behavior. This paper offers one example of the possibilities FILE has to offer to researchers. Data are presented which illustrate the sensitivity of FILE to age differences in Inquiry Learning outcome and processes. Instructional applications of FILE are also discussed.
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FILE: a tool for the study of Inquiry Learning
Computers in Human Behavior, 2005Co-Authors: C.d. Hulshof, P. Wilhelm, Jos Beishuizen, Van Hedderik RijnAbstract:A computerized Learning environment (Flexible Inquiry Learning Environment; FILE) is discussed. FILE allows researchers in Inquiry Learning to design, administer, and analyze Learning tasks in which content domain and task complexity can be configured independently, while other factors (e.g., the interface) are held constant. This allows for more valid across-task generalizations. FILE is based on a descriptive model of Inquiry Learning and its monitoring facilities allow for the extraction of Learning indicators derived from the model. Furthermore, FILE is suitable from the age of eight years, which allows developmental issues in Inquiry Learning to be addressed. It is concluded that FILE can be used to set up studies in Inquiry Learning in an efficient way, saving expensive programming time.
Detlef Urhahne - One of the best experts on this subject based on the ideXlab platform.
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Collaborative Inquiry Learning: Models, Tools, and Challenges
International Journal of Science Education, 2010Co-Authors: Thorsten Bell, Detlef Urhahne, Sascha Schanze, Rolf PloetznerAbstract:Collaborative Inquiry Learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and Learning into the classroom where students in groups engage in self-regulated Learning activities supported by the teacher. It is expected that this way of Learning fosters students' motivation and interest in science, that they learn to perform steps of Inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards the article reviews some prominent models of Inquiry Learning. This comparison results in a set of Inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry Learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of Inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative Inquiry Learning. These tools are analysed by describing their functionalities as well as effects on student Learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.
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collaborative Inquiry Learning models tools and challenges
International Journal of Science Education, 2010Co-Authors: Thorsten Bell, Detlef Urhahne, Sascha Schanze, Rolf PloetznerAbstract:Collaborative Inquiry Learning is one of the most challenging and exciting ventures for today’s schools. It aims at bringing a new and promising culture of teaching and Learning into the classroom where students in groups engage in self‐regulated Learning activities supported by the teacher. It is expected that this way of Learning fosters students’ motivation and interest in science, that they learn to perform steps of Inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards, the article reviews some prominent models of Inquiry Learning. This comparison results in a set of Inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry Learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of Inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and env...
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role of the teacher in computer supported collaborative Inquiry Learning
International Journal of Science Education, 2010Co-Authors: Detlef Urhahne, Thorsten Bell, Sascha Schanze, Amie Mansfield, Jeff HolmesAbstract:The article presents an analysis of practices in teaching with computer‐supported collaborative Inquiry Learning environments. We describe the role of the teacher in computer‐supported collaborative Inquiry Learning by five principles that span the whole instructional process, from the preparation of the lesson up to the assessment of Learning achievement. For successful implementation of computer‐supported projects, the teacher has to (1) envision the lesson, (2) enable collaboration, (3) encourage students, (4) ensure Learning, and (5) evaluate achievement. We analyse classroom scenarios provided by eight teachers or mentors who implemented one of four different approaches developed by multimedia researchers: Web‐based Inquiry Science Environment, Modeling Across the Curriculum, Collaborative Laboratories across Europe, or Resources for Collaborative Inquiry Learning. Teachers or mentors responded to a semi‐structured questionnaire about their experiences in implementing the Inquiry lesson. A comparison...
James D. Slotta - One of the best experts on this subject based on the ideXlab platform.
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Scripting science Inquiry Learning in CSCL classrooms
2012Co-Authors: Annelies Raes, Tammy Schellens, Bram De Wever, Ingo Kollar, Christof Wecker, Frank Fischer, Mike Tissenbaum, James D. Slotta, Vanessa L. Peters, Nancy Butler SongerAbstract:Research on scripting computer-supported collaborative Learning (CSCL) has recently received a lot of attention. However, most findings within this research grew out of studies focusing scripting online collaborative Learning activities that often had an asynchronous nature and were conducted in artificial settings. This symposium includes an international set of presenters from Belgium, Canada, Germany, and the USA and brings together four studies that focus on scripting face-to-face “classroom” activities, seeing the “classroom” as a formal physical Learning environment. The common denominator of the contributions is that they are all field studies focusing on computer-supported science Inquiry Learning, aiming to investigate the optimal conditions for organizing these Inquiry Learning environments. Each paper will present the research context, method, data, and conclusions on how scripting can be implemented to support science Inquiry Learning. Broader implications of the findings of these studies will be discussed with the audience.
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internal and external scripts in computer supported collaborative Inquiry Learning
Learning and Instruction, 2007Co-Authors: Ingo Kollar, Frank Fischer, James D. SlottaAbstract:We investigated how differently structured external scripts interact with learners internal scripts concerning individual knowledge acquisition in a Web-based collaborative Inquiry Learning environment. 90 students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured) supporting collaborative argumentation were embedded within a Web-based collaborative Inquiry Learning environment. Students internal scripts were classified as either high or low structured, establishing a 2x2-factorial design. Results suggest that the high structured external collaboration script supported the acquisition of domain-general knowledge of all learners regardless of their internal scripts. Learners internal scripts influenced the acquisition of domain-specific knowledge. Results are discussed concerning their theoretical relevance and practical implications for Web-based Inquiry Learning with collaboration scripts. (http://www.sciencedirect.com/science/article/pii/S0959475207001065)