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You might like to watch this video on use of [[Teaching Approaches/Collaboration|collaborative]] enquiry in classroom tasks [http://www.teachersmedia.co.uk/videos/collaborative-enquiry www.teachersmedia.co.uk/videos/collaborative-enquiry] including a brief overview of the research.  
You might like to watch this video on use of [[Teaching Approaches/Collaboration|collaborative]] enquiry in classroom tasks [http://www.teachersmedia.co.uk/videos/collaborative-enquiry www.teachersmedia.co.uk/videos/collaborative-enquiry] including a brief overview of the research.  


==Overview==
=Overview=
{{adaptedfrom|Edutech wiki http://edutechwiki.unige.ch/en/Inquiry-based_learning CC licensed|WholePage|}}
{{adaptedfrom|Edutech wiki http://edutechwiki.unige.ch/en/Inquiry-based_learning CC licensed|WholePage|}}
Inquiry-based learning is often described as a cycle or a spiral, in which there are stages of: question formulation; investigation; creation of a solution or an appropriate response; discussion; and reflexion in connexion with results (Bishop et al., 2004).
Inquiry-based learning is often described as a cycle or a spiral, in which there are stages of: question formulation; investigation; creation of a solution or an appropriate response; discussion; and reflexion in connexion with results (Bishop et al., 2004).
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Most often, a single cycle (formal or not) is not enough and because of that, this model is often drawn in a spiral shape.
Most often, a single cycle (formal or not) is not enough and because of that, this model is often drawn in a spiral shape.


=== Other models ===
==== Examples cases ====
The model we presented above represents probably the dominant view of inquiry learning. It combines more radical open-ended socio-constructivist principles with a model of guidance. As opposed to Learning by design, most inquiry-based models advocate opportunistic (i.e. adaptive) planning by the teacher.  Other models include
* knowledge-building community model (a much more open ended version, geared toward "design mode")
* Scaffolded knowledge integration
* Learning by design
* Computer simulation (The "Dutch school")
 
== Examples cases ==
*  Cyber 4OS [http://tecfaetu.unige.ch/wiki/index.php/Cyber4OSCalvin08 Wiki de l'IBL en cours] Lombard, F. (2007). Empowering next generation learners : Wiki supported Inquiry Based Learning ? ([http://www.earli.org/resources/lombard-earli-pbr-inquiry-based-learning_and_wiki-11XI07.pdf Paper]) presented at the European practise based and practitioner conference on learning and instruction Maastricht 14-16 November 2007.
*  Cyber 4OS [http://tecfaetu.unige.ch/wiki/index.php/Cyber4OSCalvin08 Wiki de l'IBL en cours] Lombard, F. (2007). Empowering next generation learners : Wiki supported Inquiry Based Learning ? ([http://www.earli.org/resources/lombard-earli-pbr-inquiry-based-learning_and_wiki-11XI07.pdf Paper]) presented at the European practise based and practitioner conference on learning and instruction Maastricht 14-16 November 2007.
* P. S. Blackawton et al. [[http://rsbl.royalsocietypublishing.org/content/early/2010/12/18/rsbl.2010.1056 Blackawton bees], December 22, 2010, doi: 10.1098/rsbl.2010.1056.
* P. S. Blackawton et al. [[http://rsbl.royalsocietypublishing.org/content/early/2010/12/18/rsbl.2010.1056 Blackawton bees], December 22, 2010, doi: 10.1098/rsbl.2010.1056.
** See also: [http://www.wired.com/wiredscience/2010/12/kids-study-bees/ 8-Year-Olds Publish Scientific Bee Study].
** See also: [http://www.wired.com/wiredscience/2010/12/kids-study-bees/ 8-Year-Olds Publish Scientific Bee Study].


== Links ==
==== Links ====
* [http://inquiry.uiuc.edu/ inquiry page]
* [http://inquiry.uiuc.edu/ inquiry page]
* [http://kaleidoscope.gw.utwente.nl/SIG%2DIL/ Computer Supported Inquiry Learning] Kaleidoscope and EARLI Special Interest Group (SIG)
* [http://kaleidoscope.gw.utwente.nl/SIG%2DIL/ Computer Supported Inquiry Learning] Kaleidoscope and EARLI Special Interest Group (SIG)


== Bibliography ==
===What Is Enquiry? - Habits of Mind and Metacognition===
* Ackermann, E.K. (2004). Constructing Knowledge and Transforming The World. In Tokoro, M. & Steels, L. (2004). A Learning Zone Of One's Own. pp17-35. IOS Press
* Aubé, M. & David, R. (2003). Le programme d’adoption du monde de Darwin : une exploitation concrète des TIC selon une approche socio-constructiviste. In Taurisson, A. & Senteni, A.(2003). Pédagogie.net : L’essor des communautés d’apprentissage. pp 49-72.
* Barab, S.A., Hay, K.E., Barnett, M., & Keating, T. (2000). Virtual Solar System Project: Building understanding through model building. Journal of Research in Science Teaching, 37, 719–756. [http://onlinelibrary.wiley.com/doi/10.1002/1098-2736(200009)37:7%3C719::AID-TEA6%3E3.0.CO;2-V/abstract Abstract]
* Bishop, A.P.,Bertram, B.C.,Lunsford, K.J. & al. (2004). Supporting Community Inquiry with Digital Resources. Journal Of Digital Information, 5 (3).
* Chakroun, M. (2003). Conception et mise en place d'un module pédagogique pour portails communautaires Postnuke. Insat, Tunis. Mémoire de licence non publié.
* De Jong, T. & Van Joolingen, W.R. (1997). Scientific Discovery Learning with Computer Simulations of Conceptual Domains. University of Twente, The Netherland
* de Jong, Ton (2006) Computer Simulations: Technological Advances in Inquiry Learning, Science 28 April 2006 312: 532-533 [http://dx.doi.org/10.1126/science.1127750 DOI: 10.1126/science.1127750]
* De Jong, T. (2006b). Scaffolds for computer simulation based scientific discovery learning. In J. Elen & R. E. Clark (Eds.), Dealing with complexity in learning  environments (pp. 107-128). London: Elsevier Science Publishers.
* Dewey, J. (1938) ''Logic: The Theory of Inquiry'', New York: Holt.
* Duckworth, E. (1986). Inventing Density. Monography by the North Dakota Study Group on Evaluation, Grand Forks, ND, 1986.<br>
Internet : www.exploratorium.edu/IFI/resources/classroom/inventingdensity.html
* Drie, J. van, Boxtel, C. van, & Kanselaar, G. (2003). Supporting historical reasoning in CSCL. In: B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.). Designing for Change in Networked Learning Environments. Dordrecht: Kluwer Academic Press, pp. 93-103. ISBN 1-4020-1383-3.
* Eick, C.J. & Reed, C.J. (2002). What Makes an Inquiry Oriented Science Teacher? The Influence of Learning Histories on Student Teacher Role Identity and Practice. Science Teacher Education, 86, pp 401-416.
* Gurtner, J-L. (1996). L'apport de Piaget aux études pédagogiques et didactiques. Actes du colloque international Jean Piaget, avril 1996, sous la direction de Ahmed Chabchoub. Publications de l'institut Supérieur de l'Education et de la Formation Continue.
* Hakkarainen, K and Matti Sintonen (2002). The Interrogative Model of Inquiry and Computer- Supported Collaborative Learning, Science and Education, 11 (1), 25-43. (NOTE: we should cite from this one !)
* Hakkarainen, K, (2003). Emergence of Progressive-Inquiry Culture in Computer-Supported Collaborative Learning, Science and Education, 6 (2), 199-220.
* Joolingen van, Dr. W.R. and King, S. and Jong de, Prof. dr. T. (1997) The SimQuest authoring system for simulation-based discovery learning. In: B. du Boulay & R. Mizoguchi (Eds.), Artificial intelligence and education: Knowledge and media in learning systems. IOS Press, Amsterdam, pp. 79-86. [http://doc.utwente.nl/27531/1/K27531__.PDF PDF]
* Kasl, E & Yorks, L. (2002). Collaborative Inquiry for Adult Learning. New Directions for Adult and Continuing Education, 94, summer 2002.
* Keys, C.W. & Bryan, L.A. (2001). Co-Constructing Inquiry-Based Science with Teachers :
Essential Research for Lasting Reform. Journal Of Research in Science Teaching, 38 (6), pp 631-645.
* Lattion, S.(2005). Développement et implémentation d'un module d'apprentissage par investigation (inquiry-based learning) au sein d'une plateforme de type PostNuke. Genève, Suisse. Mémoire de diplôme non-publié. [http://tecfa.unige.ch/staf/staf-i/lattion/staf25/memoire.pdf PDF]
* Linn, Marcia C. Elizabeth A. Davis & Philip Bell (2004). (Eds.), Internet Environments for Science Education: how information technologies can support the learning of science, Lawrence Erlbaum Associates, ISBN 0-8058-4303-5
* Mayer, R. E. (2004), Should there be a three strikes rule against pure discovery? The case for guided methods of instruction. Am. Psych. 59 (14).
* McKenzie, J. (1999). Scaffolding for Success. From Now On, ,The Educationnal Technology Journal, 9(4).
* National Science Foundation, in Foundations: Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom (NSF, Arlington, VA, 2000), vol. 2, pp. 1-5 [http://www.nsf.gov/pubs/2000/nsf99148/intro.htm HTML].
* Nespor, J.(1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, pp 317-328.
* Polman, Joseph (2000), Designing Project-based science, Teachers College Press, New York.
* Vermont Elementary Science Project. (1995). Inquiry Based Science: What Does It Look Like? Connect Magazine, March-April 1995, p. 13. published by Synergy Learning.<br>
Internet: http://www.exploratorium.edu/IFI/resources/classroom/inquiry_based.html
* Villavicencio, J. (2000). Inquiry in Kindergarten. Connect Magazine, 13 (4), March/April 2000. Synergy Learning Publication.
* Vosniadou, S., Ioannides, C., Dimitrakopoulou, A. & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction ,11, pp 381-419.
* Waight Noemi, Fouad Abd-El-Khalick, From scientific practice to high school science classrooms: Transfer of scientific technologies and realizations of authentic inquiry, Journal of Research in Science Teaching, 2011, 48, 1. [http://dx.doi.org/10.1002/tea.20393 DOI:10.1002/tea.20393]
* Watson, B. & Kopnicek, R. (1990). Teaching for Conceptual Change : confronting Children Experience. Phi Delta Kappan, May 1990, pp 680-684.}}
 
==What Is Enquiry?==
{{adaptedfrom|Enquiry Skills in a Virtual World|WhatIsEnquiry|Another model of enquiry based learning combines the sixteen habits of mind (Costa and Kallick, 2000) and [[Teaching for Metacognition|metacognitive]] skills and knowledge.  Habits of Mind (Costa and Kallick, 2000) are persisting, thinking and communicating with clarity and precision, managing impulsivity, gathering data through all senses, listening with understanding and empathy, creating, imagining, innovating ,thinking flexibly, responding with wonderment and awe, thinking about thinking ([[Teaching for Metacognition|metacognition]]), taking responsible risks, striving for accuracy, finding humour, questioning and posing problems, thinking interdependently, applying past knowledge to new situations, remaining open to continuous learning.
{{adaptedfrom|Enquiry Skills in a Virtual World|WhatIsEnquiry|Another model of enquiry based learning combines the sixteen habits of mind (Costa and Kallick, 2000) and [[Teaching for Metacognition|metacognitive]] skills and knowledge.  Habits of Mind (Costa and Kallick, 2000) are persisting, thinking and communicating with clarity and precision, managing impulsivity, gathering data through all senses, listening with understanding and empathy, creating, imagining, innovating ,thinking flexibly, responding with wonderment and awe, thinking about thinking ([[Teaching for Metacognition|metacognition]]), taking responsible risks, striving for accuracy, finding humour, questioning and posing problems, thinking interdependently, applying past knowledge to new situations, remaining open to continuous learning.


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{{adaptedfrom|The impact of enquiry-based science teaching on students' attitudes and achievement|WhatIsEnquiry|A different model of enquiry-based learning encourages students to use exploration, reflection and [[Category:Questioning|questioning]] techniques, sharing of ideas, and high quality [[Category:Dialogue|dialogue]].  The role of the teacher during the process is to act as a guide who challenges the students to think beyond their current processes by asking divergent questions. The model drew on research into enquiry-based learning that shows that often students experience difficulties in formulating appropriate questions which focus on the intended content. In this context the teacher needs to help them by drawing their attention to the experimental data and facts relevant to their enquiry and by generally facilitating the discussion.}}
{{adaptedfrom|The impact of enquiry-based science teaching on students' attitudes and achievement|WhatIsEnquiry|A different model of enquiry-based learning encourages students to use exploration, reflection and [[Category:Questioning|questioning]] techniques, sharing of ideas, and high quality [[Category:Dialogue|dialogue]].  The role of the teacher during the process is to act as a guide who challenges the students to think beyond their current processes by asking divergent questions. The model drew on research into enquiry-based learning that shows that often students experience difficulties in formulating appropriate questions which focus on the intended content. In this context the teacher needs to help them by drawing their attention to the experimental data and facts relevant to their enquiry and by generally facilitating the discussion.}}


==What characterises higher-order scientific enquiry skills?==
=What characterises higher-order scientific enquiry skills?=
{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsEnquiry|When engaging higher-order scientific enquiry skills learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following:  
{{adaptedfrom|Developing Higher Order Scientific Enquiry Skills|WhatIsEnquiry|When engaging higher-order scientific enquiry skills learners take responsibility for their own learning and, where appropriate, demonstrate a range of the following:  
===Plan===
===Plan===
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The DfE links to an Australian report '[http://www.decd.sa.gov.au/learnerwellbeing/files/links/link_72576.pdf Towards a Culture of Inquiry]' which provides a useful summary of how staff might think about their Professional Development in terms of inquiry.
The DfE links to an Australian report '[http://www.decd.sa.gov.au/learnerwellbeing/files/links/link_72576.pdf Towards a Culture of Inquiry]' which provides a useful summary of how staff might think about their Professional Development in terms of inquiry.
= Bibliography =
* Ackermann, E.K. (2004). Constructing Knowledge and Transforming The World. In Tokoro, M. & Steels, L. (2004). A Learning Zone Of One's Own. pp17-35. IOS Press
* Aubé, M. & David, R. (2003). Le programme d’adoption du monde de Darwin : une exploitation concrète des TIC selon une approche socio-constructiviste. In Taurisson, A. & Senteni, A.(2003). Pédagogie.net : L’essor des communautés d’apprentissage. pp 49-72.
* Barab, S.A., Hay, K.E., Barnett, M., & Keating, T. (2000). Virtual Solar System Project: Building understanding through model building. Journal of Research in Science Teaching, 37, 719–756. [http://onlinelibrary.wiley.com/doi/10.1002/1098-2736(200009)37:7%3C719::AID-TEA6%3E3.0.CO;2-V/abstract Abstract]
* Bishop, A.P.,Bertram, B.C.,Lunsford, K.J. & al. (2004). Supporting Community Inquiry with Digital Resources. Journal Of Digital Information, 5 (3).
* Chakroun, M. (2003). Conception et mise en place d'un module pédagogique pour portails communautaires Postnuke. Insat, Tunis. Mémoire de licence non publié.
* De Jong, T. & Van Joolingen, W.R. (1997). Scientific Discovery Learning with Computer Simulations of Conceptual Domains. University of Twente, The Netherland
* de Jong, Ton (2006) Computer Simulations: Technological Advances in Inquiry Learning, Science 28 April 2006 312: 532-533 [http://dx.doi.org/10.1126/science.1127750 DOI: 10.1126/science.1127750]
* De Jong, T. (2006b). Scaffolds for computer simulation based scientific discovery learning. In J. Elen & R. E. Clark (Eds.), Dealing with complexity in learning  environments (pp. 107-128). London: Elsevier Science Publishers.
* Dewey, J. (1938) ''Logic: The Theory of Inquiry'', New York: Holt.
* Duckworth, E. (1986). Inventing Density. Monography by the North Dakota Study Group on Evaluation, Grand Forks, ND, 1986.<br>
Internet : www.exploratorium.edu/IFI/resources/classroom/inventingdensity.html
* Drie, J. van, Boxtel, C. van, & Kanselaar, G. (2003). Supporting historical reasoning in CSCL. In: B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.). Designing for Change in Networked Learning Environments. Dordrecht: Kluwer Academic Press, pp. 93-103. ISBN 1-4020-1383-3.
* Eick, C.J. & Reed, C.J. (2002). What Makes an Inquiry Oriented Science Teacher? The Influence of Learning Histories on Student Teacher Role Identity and Practice. Science Teacher Education, 86, pp 401-416.
* Gurtner, J-L. (1996). L'apport de Piaget aux études pédagogiques et didactiques. Actes du colloque international Jean Piaget, avril 1996, sous la direction de Ahmed Chabchoub. Publications de l'institut Supérieur de l'Education et de la Formation Continue.
* Hakkarainen, K and Matti Sintonen (2002). The Interrogative Model of Inquiry and Computer- Supported Collaborative Learning, Science and Education, 11 (1), 25-43. (NOTE: we should cite from this one !)
* Hakkarainen, K, (2003). Emergence of Progressive-Inquiry Culture in Computer-Supported Collaborative Learning, Science and Education, 6 (2), 199-220.
* Joolingen van, Dr. W.R. and King, S. and Jong de, Prof. dr. T. (1997) The SimQuest authoring system for simulation-based discovery learning. In: B. du Boulay & R. Mizoguchi (Eds.), Artificial intelligence and education: Knowledge and media in learning systems. IOS Press, Amsterdam, pp. 79-86. [http://doc.utwente.nl/27531/1/K27531__.PDF PDF]
* Kasl, E & Yorks, L. (2002). Collaborative Inquiry for Adult Learning. New Directions for Adult and Continuing Education, 94, summer 2002.
* Keys, C.W. & Bryan, L.A. (2001). Co-Constructing Inquiry-Based Science with Teachers :
Essential Research for Lasting Reform. Journal Of Research in Science Teaching, 38 (6), pp 631-645.
* Lattion, S.(2005). Développement et implémentation d'un module d'apprentissage par investigation (inquiry-based learning) au sein d'une plateforme de type PostNuke. Genève, Suisse. Mémoire de diplôme non-publié. [http://tecfa.unige.ch/staf/staf-i/lattion/staf25/memoire.pdf PDF]
* Linn, Marcia C. Elizabeth A. Davis & Philip Bell (2004). (Eds.), Internet Environments for Science Education: how information technologies can support the learning of science, Lawrence Erlbaum Associates, ISBN 0-8058-4303-5
* Mayer, R. E. (2004), Should there be a three strikes rule against pure discovery? The case for guided methods of instruction. Am. Psych. 59 (14).
* McKenzie, J. (1999). Scaffolding for Success. From Now On, ,The Educationnal Technology Journal, 9(4).
* National Science Foundation, in Foundations: Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom (NSF, Arlington, VA, 2000), vol. 2, pp. 1-5 [http://www.nsf.gov/pubs/2000/nsf99148/intro.htm HTML].
* Nespor, J.(1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, pp 317-328.
* Polman, Joseph (2000), Designing Project-based science, Teachers College Press, New York.
* Vermont Elementary Science Project. (1995). Inquiry Based Science: What Does It Look Like? Connect Magazine, March-April 1995, p. 13. published by Synergy Learning.<br>
Internet: http://www.exploratorium.edu/IFI/resources/classroom/inquiry_based.html
* Villavicencio, J. (2000). Inquiry in Kindergarten. Connect Magazine, 13 (4), March/April 2000. Synergy Learning Publication.
* Vosniadou, S., Ioannides, C., Dimitrakopoulou, A. & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction ,11, pp 381-419.
* Waight Noemi, Fouad Abd-El-Khalick, From scientific practice to high school science classrooms: Transfer of scientific technologies and realizations of authentic inquiry, Journal of Research in Science Teaching, 2011, 48, 1. [http://dx.doi.org/10.1002/tea.20393 DOI:10.1002/tea.20393]
* Watson, B. & Kopnicek, R. (1990). Teaching for Conceptual Change : confronting Children Experience. Phi Delta Kappan, May 1990, pp 680-684.}}
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