Technological Advances in Inquiry Learning

  title={Technological Advances in Inquiry Learning},
  author={Ton de Jong},
  • T. Jong
  • Published 28 April 2006
  • Education
  • Science
Computer simulations enhance inquiry-based learning--in which students actively discover information--by allowing scientific discovery within a realistic setting. 
Improving student teachers’ TPACK self-efficacy through lesson planning practice in the virtual platform
How teachers use technology efficiently in their classes is an important issue because learning environments are also affected by rapid developments in instructional technology. In the current stud...
Inquiry-Based Education: Innovation in Participatory Inquiry Paradigm
A learning application “AIBASE” is designed, which assists primary school students in generating hypotheses during Science experiments and highlights the main criteria for inquiry-based learning.
Instructors' Intended Learning Outcomes for Using Computational Simulations as Learning Tools
The outcome space of instructors' goals for using computational simulations is consistent with the recommendations found in the literature based on studies of the use of simulations in more restricted research settings.
Using Task-Based Modeling to Generate Scaffolding in Narrative-Guided Exploratory Learning Environments
A description of a novel domain-independent framework that automatically generates and fades scaffolding supports for task-oriented learning within exploratory environments that is modeled through plan-based interactive narrative.
Technology-Enhanced Learning in Science
This chapter investigates the supportive role of new technologies in science learning. The first part presents the theoretical underpinnings of technology- enhanced learning (TEL) in science, framing
The Design of Effective Simulation-Based Inquiry Learning Environments
Characteristics of simulations are set out, characteristic inquiry processes and associated problems are discussed, and what is needed to design effective inquiry learning environments are examined.
Dynamic Guidance in Digital Games Using an Extensible Plan-Based Representation of Exploratory Games to Model Student Knowledge and Guide Discovery Learning
This paper describes a novel application of a task-based knowledge representation that seeks to facilitate automated guidance of task-based learning through the core mechanics of digital games.


Regulative support for collaborative scientific inquiry learning
Results showed facilitative effects for the fully specified support tool on learning outcomes and initial planning and suggested ways to further improve regulative processes within collaborative inquiry learning settings.
Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks
A main goal of science education is to help students learn to reason scien- tifically. A main way to facilitate learning is to engage students in inquiry activities such as conducting experiments.
Students' Understanding of the Objectives and Procedures of Experimentation in the Science Classroom
Whether reasoning can be deepened by developing instruction that capitalizes more effectively on the classroom opportunities that arise for fostering complex thinking and understanding is explored.
A Theoretical Framework and Approach for Fostering Metacognitive Development
This article provides an overview of our work on the nature of metacognitive knowledge, its relationship to learning through inquiry, and technologies that can be used to foster and assess its
ZAPs: Using interactive programs for learning psychology
The results show that, in the long run, relatively good learning effects may be expected from working with ZAPs.
Integrating Curriculum, Instruction, Assessment, and Evaluation in a Technology-Supported Genetics Learning Environment
This article describes an extended collaboration between a development team and an evaluation team working with GenScope, an open-ended exploratory software tool. In some respects, this was a routine
Supporting Learning of Variable Control in a Computer-Based Biology Environment: Effects of Prompting College Students to Reflect on Their Own Thinking
While instruction on control of variables has been shown to be effective, especially when it encourages students to focus explicitly on rules or procedures, little evidence of application to novel
Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction.
  • R. Mayer
  • Psychology
    The American psychologist
  • 2004
Overall, the constructivist view of learning may be best supported by methods of instruction that involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration.