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Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning

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Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

Abstract

Inquiry learning in technology-enhanced learning (TEL) environments has potential to support science learning. The “symbiosis” between teachers and TEL environments is needed and, therefore, virtual assistants should be “taught” based on pedagogical theories. These assistants should be dynamically integrated with various learning environments to empower teachers and to provide effective scaffolding to every student during inquiry. Outcomes provided by the student or teacher could serve as input for the virtual assistant in addition to logging of student and teacher interactions. The virtual teacher assistant should be developed in collaboration between researchers and commercial software developers using joint research and development grants.

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References

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Authors and Affiliations

  1. Institute of Education, University of Tartu, 1a Salme, 50103, Tartu, Estonia

    Margus Pedaste

  2. Department of Instructional Technology, University of Twente, Drienerlolaan 5, 7522 NB, Enschede, The Netherlands

    Ard Lazonder

  3. Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000, Gent, Belgium

    Annelies Raes

  4. Laboratoire d’Informatique de Grenoble, équipe MeTAH, University of Grenoble, 11 Rue des mathématiques, BP 46, F38042, St Martin d’Hères Cedex, France

    Claire Wajeman & Isabelle Girault

  5. Department of Physics, University of Colorado Boulder, UCB 390, Boulder, CO, 80309, USA

    Emily Moore

Authors
  1. Margus Pedaste
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  2. Ard Lazonder
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  3. Annelies Raes
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  4. Claire Wajeman
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  5. Emily Moore
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  6. Isabelle Girault
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Corresponding author

Correspondence to Margus Pedaste .

Editor information

Editors and Affiliations

  1. Ruhr-Universität Bochum,Bochum, Institute of Educational Research, North Rhine-Westphalia, Germany

    Julia Eberle

  2. CNRS and Ecole Normale Supérieure de Lyon, UMR ICAR, Lyon Cedex 07, France

    Kristine Lund

  3. Université Grenoble Alpes, Grenoble, Grenoble, France

    Pierre Tchounikine

  4. Munich Center of the Learning Sciences and Department of Psychology, University of Munich, München,Bavaria, Germany

    Frank Fischer

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Pedaste, M., Lazonder, A., Raes, A., Wajeman, C., Moore, E., Girault, I. (2016). Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning. In: Eberle, J., Lund, K., Tchounikine, P., Fischer, F. (eds) Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-12562-6_4

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  • DOI: https://doi.org/10.1007/978-3-319-12562-6_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-12561-9

  • Online ISBN: 978-3-319-12562-6

  • eBook Packages: EducationEducation (R0)

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