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A laboratory of knowledge-making for personal inquiry learning


Reference:

Sharples, M., Collins, T., Feit, M., Gaved, M., Mulholland, P., Paxton, M. and Wright, M., 2011. A laboratory of knowledge-making for personal inquiry learning. In: Artificial Intelligence in Education - 15th International Conference, AIED 2011. Vol. 6738 LNAI. Heidelberg: Springer-Verlag, pp. 312-319. (Lecture Notes in Computer Science)

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Official URL:

http://dx.doi.org/10.1007/978-3-642-21869-9_41

Abstract

We describe nQuire, a constraint-based learning toolkit to support a continuity of inquiry based learning between classroom and non-formal settings. The paper proposes design requirements for personal inquiry learning environments that support learning of personally meaningful science topics with development of metacognitive understanding and self-regulation of the scientific process through situated practice. It introduces a generic implementable model of the inquiry process, and describes an instantiation in the nQuire learning environment. An example of the use of the toolkit for a Healthy Eating inquiry with 28 Year 9 students concludes with results of the trial, design issues and recommendations.

Details

Item Type Book Sections
CreatorsSharples, M., Collins, T., Feit, M., Gaved, M., Mulholland, P., Paxton, M. and Wright, M.
DOI10.1007/978-3-642-21869-9_41
DepartmentsFaculty of Science > Computer Science
StatusPublished
ID Code24784
Additional InformationConference paper from 15th International Conference on Artificial Intelligence in Education, AIED 2011. 28 June - July 1 2011. Auckland, New Zealand.

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