Implementing e-network-supported inquiry learning in science

John Williams, Bronwen Cowie, Elaine Khoo, Kathy Saunders, Simon Taylor, Kathrin Otrel-Cass

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

    Resumé

    The successful implementation of electronically networked (e-networked) tools to support an inquiry-learning approach in secondary science classrooms is dependent on a range of factors spread between teachers, schools, and students. The teacher must have a clear understanding of the nature of inquiry, the school must provide effective technological infrastructure and sympathetic curriculum parameters, and the students need to be carefully scaffolded to the point of engaging with the inquiry process.

    Within this study, e-networks supported students to exercise agency, collaborate, and co-construct knowledge using a wide range of resources for meaning making and expression of ideas. These outcomes were, however, contingent on the interplay of teacher understanding of the nature of science inquiry and school provision of an effective technological infrastructure and support for flexible curriculum design.
    OriginalsprogEngelsk
    TidsskriftSET - Research Information for Teachers
    Udgave nummer3
    Sider (fra-til)11-19
    ISSN0110-6376
    StatusUdgivet - 2013

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    science
    learning
    teacher
    school
    infrastructure
    curriculum
    student
    classroom
    resources

    Citer dette

    Williams, J., Cowie, B., Khoo, E., Saunders, K., Taylor, S., & Otrel-Cass, K. (2013). Implementing e-network-supported inquiry learning in science. SET - Research Information for Teachers, (3), 11-19.
    Williams, John ; Cowie, Bronwen ; Khoo, Elaine ; Saunders, Kathy ; Taylor, Simon ; Otrel-Cass, Kathrin. / Implementing e-network-supported inquiry learning in science. I: SET - Research Information for Teachers. 2013 ; Nr. 3. s. 11-19.
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    abstract = "The successful implementation of electronically networked (e-networked) tools to support an inquiry-learning approach in secondary science classrooms is dependent on a range of factors spread between teachers, schools, and students. The teacher must have a clear understanding of the nature of inquiry, the school must provide effective technological infrastructure and sympathetic curriculum parameters, and the students need to be carefully scaffolded to the point of engaging with the inquiry process. Within this study, e-networks supported students to exercise agency, collaborate, and co-construct knowledge using a wide range of resources for meaning making and expression of ideas. These outcomes were, however, contingent on the interplay of teacher understanding of the nature of science inquiry and school provision of an effective technological infrastructure and support for flexible curriculum design.",
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    Williams, J, Cowie, B, Khoo, E, Saunders, K, Taylor, S & Otrel-Cass, K 2013, 'Implementing e-network-supported inquiry learning in science', SET - Research Information for Teachers, nr. 3, s. 11-19.

    Implementing e-network-supported inquiry learning in science. / Williams, John; Cowie, Bronwen; Khoo, Elaine; Saunders, Kathy; Taylor, Simon; Otrel-Cass, Kathrin.

    I: SET - Research Information for Teachers, Nr. 3, 2013, s. 11-19.

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

    TY - JOUR

    T1 - Implementing e-network-supported inquiry learning in science

    AU - Williams, John

    AU - Cowie, Bronwen

    AU - Khoo, Elaine

    AU - Saunders, Kathy

    AU - Taylor, Simon

    AU - Otrel-Cass, Kathrin

    PY - 2013

    Y1 - 2013

    N2 - The successful implementation of electronically networked (e-networked) tools to support an inquiry-learning approach in secondary science classrooms is dependent on a range of factors spread between teachers, schools, and students. The teacher must have a clear understanding of the nature of inquiry, the school must provide effective technological infrastructure and sympathetic curriculum parameters, and the students need to be carefully scaffolded to the point of engaging with the inquiry process. Within this study, e-networks supported students to exercise agency, collaborate, and co-construct knowledge using a wide range of resources for meaning making and expression of ideas. These outcomes were, however, contingent on the interplay of teacher understanding of the nature of science inquiry and school provision of an effective technological infrastructure and support for flexible curriculum design.

    AB - The successful implementation of electronically networked (e-networked) tools to support an inquiry-learning approach in secondary science classrooms is dependent on a range of factors spread between teachers, schools, and students. The teacher must have a clear understanding of the nature of inquiry, the school must provide effective technological infrastructure and sympathetic curriculum parameters, and the students need to be carefully scaffolded to the point of engaging with the inquiry process. Within this study, e-networks supported students to exercise agency, collaborate, and co-construct knowledge using a wide range of resources for meaning making and expression of ideas. These outcomes were, however, contingent on the interplay of teacher understanding of the nature of science inquiry and school provision of an effective technological infrastructure and support for flexible curriculum design.

    KW - Inquiry learning, science education, networking

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    JF - Set (Wellington)

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