Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings
Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings
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DOI：
10.1080/09500693.2011.569958
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发表时间：
2012-01-01
影响因子：
2.3
通讯作者：
Wright, Michael
中科院分区：
文献类型：
--
作者：
Anastopoulou, Stamatina;Sharples, Mike;Wright, Michael
在本文中，一种新的方法，让学生在个人探究学习，使他们进行科学调查，是个人有意义的，与他们的日常生活。学习者由指导调查过程的软件支持，从教室延伸到学校场地，家庭或户外。我们报告的个案研究的个人探究学习与28名高中生的健康饮食的主题。个人调查是如何制定在课堂上和在家里，从与学生和他们的老师的访谈研究确定的问题的基础上，提供了分析。结果表明，学生们被提醒与实地考察相关的挑战，以及他们如何应对公开调查的不确定性和挑战。此外，这项研究还为研究人员提出了一个意想不到的困难，即在科学客观但不吸引人的调查主题和那些对个人有意义但可能令人尴尬的主题之间找到“甜蜜点”。进一步研究的影响是围绕克服这一困难的方式。
In this paper, a novel approach to engaging students in personal inquiry learning is described, whereby they carry out scientific investigations that are personally meaningful and relevant to their everyday lives. The learners are supported by software that guides the inquiry process, extending from the classroom into the school grounds, home, or outdoors. We report on a case study of personal inquiry learning with 28 high school students on the topic of healthy eating. An analysis of how the personal inquiry was enacted in the classroom and at home, based on issues identified from a study of interviews with the students and their teacher, is provided. The outcomes showed that students were alerted to challenges associated with fieldwork and how they responded to the uncertainty and challenge of an open investigation. The study, moreover, raised an unexpected difficulty for researchers of finding the 'sweet spot' between scientifically objective but unengaging inquiry topics, and ones that are personally meaningful but potentially embarrassing. Implications for further research are shaped around ways of overcoming this difficulty.