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.

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