When Students Benefit from Analyzing Their Inquiry

  • Margus Pedaste
  • Külli Kori
Part of the Communications in Computer and Information Science book series (CCIS, volume 435)


There is a need to find out how to enhance the effect of a generally successful inquiry approach in schools. In our study, we hypothesized that supporting students’ reflection could have a positive effect on their general inquiry knowledge, transformative inquiry skills, and domain-related knowledge. A scenario-based complex technology-enhanced learning environment called Science Created by You was used by 54 students (age, 14–18 years). The results demonstrated that students’ general inquiry knowledge, transformative inquiry skills, and domain-related knowledge all improved statistically significantly; however, no changes were found in reflective activities—in analyzing inquiry, in assessing the value of analysis, and in considering alternative solutions. Indeed, students’ domain-related skills were associated with reflection. The students with a higher level of knowledge analyzed their inquiry more often, and they considered more often alternative solutions of inquiry. No associations were found between domain-related knowledge and inquiry knowledge or skills.


domain knowledge inquiry learning reflection technologyenhanced learning environments 


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Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Margus Pedaste
    • 1
  • Külli Kori
    • 1
  1. 1.University of TartuTartuEstonia

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