Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students

Abstract

The National Science Foundation-sponsored report Fostering Learning in the Networked World called for "a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences." We review research on science inquiry learning environments (ILEs) to characterize current platforms. We searched databases and 11 major science and technology journals and identified 30 distinct ILEs investigated in articles published from 2008 onwards. We use research-based inquiry principles to analyze ILE features that support learners, teachers, developers, and researchers. We identify ILEs that are taking advantage of learning sciences research, building on the accomplishments of others, and creating the platforms envisioned in the report. We hope that this review will help teachers, designers, and researchers identify platforms they can customize and enhance rather than starting anew if unnecessary. Enhancing existing platforms combines the efforts of many individuals and, thus, strengthens the field.

Preparing teachers for schooling in the digital age: A meta-perspective on existing strategies and future challenges

“…Compared to studies of computer and information literacy, innovative pedagogical practices are typically studied qualitatively: often, small-scale and case-based studies are conducted to analyse the shifts in pedagogy induced by technology. It is obvious that some teachers act as early adopters of new technologies for educational purposes, and the field features diverse research covering different subject domains and different technological tools and applications, such as science education (Donnelly et al 2014) or the teaching of history (Ni and Kinabalu 2012). The problem, however, is that innovative teachers are a minority in most schools, and most teachers are instead using simple technological applications, as documented above.…”

Effects of immersion in inquiry-based learning on student teachers’ educational beliefs

“…In particular, technology offers the possibility to create multimedia that can take the form of investigation tools, record-keeping tools, or knowledge sources (Edelson, Gordin, & Pea, 1999). In this way, technological tools may help to design authentic inquiries, create powerful visualizations, support collaboration among learners, and foster autonomous and metacognitive learning practices (Donnelly, Linn, & Ludvigsen, 2014).…”

Teaching Teachers to Think Like Engineers Using NetLogo

“…In the third theme, researchers show extensive examples of K12 teachers encouraging the use of CS in curriculum and instruction (Basu, Dickes, Kinnebrew, Sengupta, & Biswas, 2013;Blikstein, 2013;Borgman, Abelson, Dirks, Johnson, Koedinger, … & Smith, 2008;Chiu & Wu, 2009;Clark, Nelson, Sengupta, & D'Angelo, 2009;Dalke, Cassidy, Grobstein, & Blank, 2007;Donnelly, Linn, & Ludvigsen, 2014;Grover & Pea, 2013;Hashem & Mioduser, 2011;Jacobson & Wilensky, 2006;Klasnja-Milicevic, Vesin, Ivanovic, & Budimac, 2011;Levy & Wilensky, 2009;Maroulis, Guimera, Petry, Stringer, Gomez, Amaral, & Wilensky, 2010;Pea & Collins, 2008;Pathak, Kim, Jacobson, & Zhang, 2011;Sengupta, Dickes, Farris, Karan, Martin, & Wright, 2015;Sengupta, Kinnebrew, Basu, Biswas, & Clark, 2013;Sengupta & Wilensky, 2009;Shen, Lei, Chang, & Namdar, 2014;Wilensky, Brady, & Horn, 2014;Wilensky & Papert, 2010). The Task Force on Cyberlearning identified "directions for leveraging networked computing and communications technology.…”