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

  • Margus Pedaste
  • Ard Lazonder
  • Annelies Raes
  • Claire Wajeman
  • Emily Moore
  • Isabelle Girault
Chapter
Part of the SpringerBriefs in Education book series (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.

Keywords

Inquiry learning Technology-enhanced learning environments Scaffolding Virtual assistant 

References

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  3. Pedaste, M., de Jong, T., Sarapuu, T., Piksööt, J., van Joolingen, W. R., & Giemza, A. (2013). Investigating ecosystems as a blended learning experience. Science340(6140), 1537–1538.Google Scholar

Copyright information

© The Author(s) 2016

Authors and Affiliations

  • Margus Pedaste
    • 1
  • Ard Lazonder
    • 2
  • Annelies Raes
    • 3
  • Claire Wajeman
    • 4
  • Emily Moore
    • 5
  • Isabelle Girault
    • 4
  1. 1.Institute of EducationUniversity of TartuTartuEstonia
  2. 2.Department of Instructional TechnologyUniversity of TwenteEnschedeThe Netherlands
  3. 3.Department of Educational StudiesGhent UniversityGentBelgium
  4. 4.Laboratoire d’Informatique de Grenoble, équipe MeTAHUniversity of GrenobleSt Martin d’Hères CedexFrance
  5. 5.Department of PhysicsUniversity of Colorado BoulderBoulderUSA

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