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Scientific Inquiry and Web-based Learning Environments: Emerging Perspectives
PROCEEDINGS

, , Learning and Performance Support Laboratory, University of Georgia, United States

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper critically advances web-enhanced scientific inquiry as a pivotal perspective in classroom learning. In contrast with traditional inquiry approaches that emphasize ritualized, procedural approaches to science, scientific inquiry provides a framework to implement constructivist learning environments that promote and support the unique sense-making of individual students. Essential features for fostering scientific inquiry are explored in the context of open-ended learning environments focusing on theoretical framework, the nature of learning, and students' roles. In addition, examples of web-based learning environments that promote scientific inquiry are contrasted with a case using a traditional inquiry approach.

Citation

Kim, M. & Hannafin, M. (2003). Scientific Inquiry and Web-based Learning Environments: Emerging Perspectives. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1447-1453). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 1, 2022 from .

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