Patterns of Guidance in Inquiry Learning

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Veermans, M., Lallimo, J. & Hakkarainen, K. (2005). Patterns of Guidance in Inquiry Learning. Journal of Interactive Learning Research, 16(2), 179-194. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/5183.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 16, Issue 2, April 2005
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JILR

Authors

Marjaana Veermans, University of Turku, Finland; Jiri Lallimo, Kai Hakkarainen, University of Helsinki, Finland

Abstract

The purpose of this case study was to examine teacher’ s guidance of inquiry learning project in an ordinary elementary-school classroom. The participants in the study were 21 Finnish grade 4 students (10 years old) from which four students were selected for intensive observation. The technical infrastructure of the study was Computer supported intentional learning environments (CSILE). The project consisted of series of 21 lessons. Each lesson was videotaped, and the contents of transcribed videotapes were analyzed by qualitative content analysis. The analysis revealed that although the teacher was able to straightforwardly guide three more advanced students through the progressive-inquiry cycle, she had a great deal of difficulty in the case of a less advanced student. Effective teacher guidance appears to be a mediated process in respect of requiring an externalized record of students’ inquiry postings or at least a verbalized account of it to help the teacher ground her efforts to guide the students’ deepening inquiry.

Keywords

• Students
• Teachers

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