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Emergence of Progressive-Inquiry Culture in Computer-Supported Collaborative Learning

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Abstract

The study focused on analysing the emergence of a progressive-inquiry culture in two CSILE (Computer-Supported Intentional Learning Environment) classrooms across a three-year period. A principal feature of this kind of culture is the processing of explanatory knowledge instead of merely factual knowledge. The results of the study indicate that the classroom culture changed over the three years following the introduction of CSILE. The explanatory level of knowledge produced by the students became increasingly deeper in tracking from the first to third year. In one of the classrooms, the children's levels of explanation reached substantial depth as we pass from year 1 to year 3; here the difference on this temporal variable was large and significant. In this classroom, the students' inquiry was more and more explicitly focused on construction of their own intuitive explanations, as well as the search for explanatory scientific information. Progress in inquiry culture emerged only through the teacher's extended efforts to expand students' practices of progressive inquiry.

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  1. Department of Psychology, University of Helsinki, P.O. Box 13, SF-00014, Helsinki, Finland

    Kai Hakkarainen

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  1. Kai Hakkarainen
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Hakkarainen, K. Emergence of Progressive-Inquiry Culture in Computer-Supported Collaborative Learning. Learning Environments Research 6, 199–220 (2003). https://doi.org/10.1023/A:1024995120180

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