A narrative approach to studying the diversification of inquiry learning across instructional settings
Publication date
2015
Authors
Rutten, N.P.G.
van Joolingen, W.R.
Haverkamp-Hermans, Gerdi G.N.
Bogner, Franz X.
Kretschmer, Thomas
Stracke, Christian M.
Lameras, Petros
Chioccariello, Augusto
Doran, Rosa
Tiemann, Rüdiger
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DOI
Document Type
Article
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Abstract
In this study we used a narrative approach to investigate the function that digital, interactive tools can fulfill in inquiry teaching and learning. Such a narrative can be conceived of as 'talking through' a lesson in which a teacher supports inquiry with technology. By subsequently coding these narratives, we studied the functions that tools can fulfill related to certain learning activities and instructional settings. We created a template by distilling the coded functions of these tools. This template can be used to find alternative pedagogical functions for tools, alternative learning activities to support with a tool, and alternative instructional settings for use of the tool as educational support. Our template can support the alignment of these different aspects of tool-supported, inquiry-based learning by presenting them in a structured way.
Keywords
educational technology, inquiry learning, narrative, science education, teaching
Citation
Rutten, N P G, van Joolingen, W R, Haverkamp-Hermans, G G N, Bogner, F X, Kretschmer, T, Stracke, C M, Lameras, P, Chioccariello, A, Doran, R, Tiemann, R, Kastrinogiannis, T, Maravic, J, Crotty, Y, Kelly, C, Markaki, V, Lazoudis, A, Koivula, J & Polymatidis, D 2015, 'A narrative approach to studying the diversification of inquiry learning across instructional settings', International Journal of Education and Development using Information and Communication Technology, vol. 11, no. 2, pp. 184-228. < https://www.learntechlib.org/p/151838 >