Designing Instruction to Improve Lifelong Inquiry Learning
Marcia C. Linn 1 * , Bat-Sheva Eylon 2, Anna Rafferty 3, Jonathan M. Vitale 1
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1 University of California Berkeley, USA
2 Weizmann Institute of Science, ISRAEL
3 Carleton College, USA
* Corresponding Author

Abstract

Citizens need the capability to conduct their own inquiry projects so that they can make sense of claims about new energy policies, health remedies, or financial opportunities. To develop the lifelong capability to grapple with these dilemmas, we report on ways to design precollege units that engage students in realistic, personally relevant investigations. Our investigations and syntheses of related work have resulted in the knowledge integration framework. This constructivist framework shows that, to succeed, learners build on what they know and use reasoning strategies to make sense of new information. To help designers we have identified a pattern that can guide instructional designers. The pattern involves supporting students to articulate their existing ideas, add new, normative ideas, distinguish them from their existing ideas, and reflect on their experiences as they increase the coherence of their ideas. To guide students, we are currently investigating automated guidance based on analysis of natural language essays students write while investigating complex problems such as global climate change.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2015.1317a

EURASIA J Math Sci Tech Ed, 2015 - Volume 11 Issue 2, pp. 217-225

Publication date: 16 Jun 2017

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