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Book Chapter: Developing scientific inquiry in technology-enhanced learning environments

TitleDeveloping scientific inquiry in technology-enhanced learning environments
Authors
KeywordsTechnology-enhanced learning environments
Inquiry
Collaboration
Knowledge creation
Design-based research
Issue Date2018
PublisherSpringer
Citation
Developing scientific inquiry in technology-enhanced learning environments. In Voogt, J., Knezek, G., Christensen, R.. et al (Eds.), Second Handbook of Information Technology In Primary and Secondary Education, p. 161-180. Cham, Switzerland: Springer, 2018 How to Cite?
AbstractThis chapter discusses theory, pedagogy, and design of technology-enhanced learning environments in promoting inquiry in science classrooms. Inquiry refers to both the diverse ways in which scientists study the natural world and the means of engaging students actively in developing an understanding about science content, science process, and how science develops. Supported by technology, students can be scaffolded to engage in inquiry practices, like those used by scientists, to help them deepen their understanding of science and to develop twenty-first-century educational competencies. This chapter employs the Learning Sciences research paradigm that emphasizes social-constructivist frameworks and design-based research methodology. We first outline changing theories and frameworks of learning, pedagogy, and assessment, and discuss how they influence the design of technology-based learning environments. We then examine several major research programs, including Knowledge Integration, Project-Based Science, Virtual Environments, and Knowledge Building, all of which focus on the alignment of technology, theory, and pedagogy, and emphasize iterative implementation and design principles. Analysis and comparison of these different programs help illuminate theoretical issues and educational implications and identify challenges to designing technology-enhanced inquiry-based environments. We conclude that theory, pedagogy, and technology need to be integrated, and design-based research can illuminate and support learner processes synergizing theory and practice in real-world classrooms.
Persistent Identifierhttp://hdl.handle.net/10722/278365
ISBN
Series/Report no.Springer International Handbooks of Education

 

DC FieldValueLanguage
dc.contributor.authorChan, CKK-
dc.contributor.authorYang, Y-
dc.date.accessioned2019-10-04T08:12:37Z-
dc.date.available2019-10-04T08:12:37Z-
dc.date.issued2018-
dc.identifier.citationDeveloping scientific inquiry in technology-enhanced learning environments. In Voogt, J., Knezek, G., Christensen, R.. et al (Eds.), Second Handbook of Information Technology In Primary and Secondary Education, p. 161-180. Cham, Switzerland: Springer, 2018-
dc.identifier.isbn9783319710532-
dc.identifier.urihttp://hdl.handle.net/10722/278365-
dc.description.abstractThis chapter discusses theory, pedagogy, and design of technology-enhanced learning environments in promoting inquiry in science classrooms. Inquiry refers to both the diverse ways in which scientists study the natural world and the means of engaging students actively in developing an understanding about science content, science process, and how science develops. Supported by technology, students can be scaffolded to engage in inquiry practices, like those used by scientists, to help them deepen their understanding of science and to develop twenty-first-century educational competencies. This chapter employs the Learning Sciences research paradigm that emphasizes social-constructivist frameworks and design-based research methodology. We first outline changing theories and frameworks of learning, pedagogy, and assessment, and discuss how they influence the design of technology-based learning environments. We then examine several major research programs, including Knowledge Integration, Project-Based Science, Virtual Environments, and Knowledge Building, all of which focus on the alignment of technology, theory, and pedagogy, and emphasize iterative implementation and design principles. Analysis and comparison of these different programs help illuminate theoretical issues and educational implications and identify challenges to designing technology-enhanced inquiry-based environments. We conclude that theory, pedagogy, and technology need to be integrated, and design-based research can illuminate and support learner processes synergizing theory and practice in real-world classrooms.-
dc.languageeng-
dc.publisherSpringer-
dc.relation.ispartofSecond Handbook of Information Technology In Primary and Secondary Education-
dc.relation.ispartofseriesSpringer International Handbooks of Education-
dc.subjectTechnology-enhanced learning environments-
dc.subjectInquiry-
dc.subjectCollaboration-
dc.subjectKnowledge creation-
dc.subjectDesign-based research-
dc.titleDeveloping scientific inquiry in technology-enhanced learning environments-
dc.typeBook_Chapter-
dc.identifier.emailChan, CKK: ckkchan@hku.hk-
dc.identifier.authorityChan, CKK=rp00891-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/978-3-319-71054-9_11-
dc.identifier.hkuros306244-
dc.identifier.spage161-
dc.identifier.epage180-
dc.publisher.placeCham, Switzerland-

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