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A great deal of effort has gone into developing open-ended inquiry activities for science education as well as complex computer tools for accessing scientific data to help students learn science. To be successful with these tools and activities , students need to learn a set of inquiry skills and to develop a new mode of classroom work reflective inquiry.(More)
  • B G Loh, P I Ro
  • 2000
An object transport system using low amplitude and high frequency progressive waves generated by two-mode excitation is presented. A theoretical model for the system was developed using normal mode expansion and the modal participation factor. To identify the factors that affect the transport speed, the changes with the mass of objects on the beam, the(More)
Scientific inquiry in complex data-rich environments is a goal of much educational reform, but students require supports to manage the complexity of such investigations. We propose an approach to providing this support by making the processes and products of an investigation into explicit objects for reflection. We describe design research exploring ways to(More)
A group of students has decided to investigate Pluto's erratic orbit around the Sun. Their goal is to set up computer simulations with different configurations of planets orbiting the sun to determine which planet has an effect on Pluto's orbit (e.g., a simulation with only Pluto and the Sun; a second simulation with Pluto, Neptune, and the Sun, etc.). They(More)
Introduction: the design challenge of complex datasets Recent advances in computer technologies, telecommunications , and learning sciences have resulted in a plethora of new tools for classroom inquiry. Tools such as data visualizers (e.g. Gordin & Pea, 1995), simulations (e.g. White & Frederiksen, 1995), and digital libraries and web browsers (e.g.(More)
Doing inquiry is a challenge for both students and teachers. To be successful in inquiry, students need to learn to be reflective inquirers, that is, to document, organize, and discuss the content and the process of their investigation, and to monitor and reflect on this process. We are developing a tool, called the Progress Portfolio, to help students(More)
This paper explores the role of technologies in supporting informal science learning from seven perspectives. Together, the authors ask a common question: How can learning technologies—tools, spaces, and places—be designed to support learners within and across environments? Eight exemplars are offered to answer this question through an analysis of a(More)
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