Inquiry-based methods are effective for STEM education, but they are perceived as difficult to implement. Often teachers have not experienced inquiry-based learning themselves, which limits their appreciation of their value of these methods. Changing this requires modifications at the classroom level to simplify implementation of inquiry-based methods and implementing professional development for teachers to encourage adoption. A participatory design project is described that is part of a multi-year program in which five high school physics teachers are collaborating with researchers at Tufts University to develop classroom educational technology tools for promoting collaborative inquiry-based learning. By participating in a technologydesign project, teachers are experiencing the inquiry process as well as developing tools that will facilitate using inquiry-based methods in their classrooms. The research and design effort to date has led to requirements for (and a prototype of) a classroom tool that promotes student collaboration and sharing of their ideas. An overview of the design process is provided along with a discussion of the activities planned for the implementation phase.Index Terms -Participatory design, inquiry-based learning, educational technology.
InterLACE is an innovative web-based computer supported collaborative learning (CSCL) system designed to support high school physical students with co-located collaborative learning in the classroom. InterLACE aims to provide an interactive shared workspace to facilitate student discussion and knowledge building. It allows them to share, visualize, manipulate, and improve upon each other's ideas. It is designed to lower the barriers of implementation of collaborative activities, for both teachers and students. The goal is to create a CSCL that is easy to integrate into the classroom and enables unique forms of participation by all students.
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