Scientific Inquiry and Web-based Learning Environments: Emerging Perspectives

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Kim, M. & Hannafin, M. (2003). Scientific Inquiry and Web-based Learning Environments: Emerging Perspectives. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1447-1453). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11142.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003
Honolulu, Hawaii, USA
2003
ISBN 1-880094-48-7
  David Lassner & Carmel McNaught
AACE

More Information on EDMEDIA
Table of Contents

Authors

Minchi Kim, Michael Hannafin, Learning and Performance Support Laboratory, University of Georgia, USA

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.

Keywords

• Students

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