Progressive inquiry learning for children — Experiences, possibilities, limitations

Abstract

During the past two decades, a constructivist approach to learning and knowledge has become dominant in educational psychology, especially in science education. Learning is viewed as an active, constructive process rather than a passive, reproductive process. However, our ways of instruction have not changed as much as our ideas which also need theoretical clarification.This article first challenges some claims that are made about differences between children and adults as learners. Evidence is presented according to which children "s early and primary school learning exhibits features that previously were thought typical of adult learners only. Second, the idea of child-centred primary education is reconceptualised in the light of theories on expertise, conceptual change and epistemological development. Third, a theoretical approach to learning, based on questions, is explored. We call this approach progressive inquiry learning. Fourth, we present some evidence of computer-supported learning environments for children that fit our theoretical approach. RESUME Au cours des deux derni~res ddcades, une approche constructiviste de l'appren tissage et du ddveloppement des connaissances est devenue dominante en psychologie de l'dducation. L'apprentissage est conqu comme un procesus actif de construction et non comme un processus passif de reproduction. Pourtant notre fa~on d'enseigner n'a pas changd, nos iddes ayant besoin de clarifications th(oriques. Cet article remet tout d'abord en question certaines affirmations concernant les diffdrences entre enfants et adultes, en tant qu'apprenants. I1 montre que les apprentissages prdscolaires et scolaires prdsentent certaines caractdristiques con~ues auparavant comme typiques des apprentissages des adultes. Ensuite, il revoit la conceptualisation d'une dducation centr(e sur l'enfant ?l la lumi&e de thdories concernant l'expertise, le changement conceptuel et le ddveloppement dpistdmologique. II explore dgalement une approche thdorique de l'apprentissage, fond& sur certaines questions. Enfin, il prdsente des situations ?~ l'aide del'ordinateur, qui entrent en cohdrence avec notre approche thdorique. ZUSAMMENFASSUNG In den letzten zwei Jahrzehnten wurde der konstruktivistische Ansatz zu Lernen und Wissen vorherrschend in der padagogischen Psychologie, insbesondere in der Wissenschafts-padagogik. Lernen wird eher als ein aktiver, konstruktiver und nicht als ein passiver reproduktiver Prozess gesehen. Allerdings haben unsere Methoden des Lehrens sich nicht so sehr vera'ndert wie unsere tdeen. Aber auch diese brauchen theoretische Klarung. Dieser Beitrag fordert ein iger der Behauptu ngen ~iber Un terschiede zwischen Kindern und Erwachsenen als Lerner heraus. Erstens, Beweise werden erbracht nach welchen das Lernen bei Kindern in der Vor-und Grundschule Formen aufweist, die in der Vergangenheit Downloaded by [Florida International University] at 21:53 26 December 2014 8 European Early Childhood Education Research Journal als typisch nur fidr erwachsene Lerner gesehen wurden. Zwei...

Pupils’ pedagogical well-being in comprehensive school—significant positive and negative school experiences of Finnish ninth graders

“…Hence pupils' sense of engagement and empowerment in studying is regulated by their experienced relationships with peers and teachers, belonging to the class and school community, self-efficacy, and perceived control and agency over one's action. Learning for socio-psychological well-being is not only about acquisition of knowledge and skills, but about an ongoing, interactive process of sense making and development in which motives and emotions play an important part (e.g., Lasky 2005;Lonka et al 2000;Nonaka and Nishiguchi 2001;Paavola and Hakkarainen 2005;Wenger 1998;Wertsch 1993).…”

Do comprehensive school teachers perceive themselves as active professional agents in school reforms?

“…However, only little is known about how teachers themselves view their professional agency in school reforms. This article focuses on exploring comprehensive school teachers' senses of professional agency in the general framework of the socio-constructivist view of learning (e.g., Lasky 2005;Lonka et al 2000;Nonaka and Nishiguchi 2001;Paavola and Hakkarainen 2005;Wenger 1998;Wertsch 1991;Wertsch et al 1993).…”

Untitled

“…In other words, knowledge via teacher-centered teaching is transmitted from teachers to learners, who are presumed to be receptive vessels (Pinnegar & Erickson, 2010). Yet this notion neither aligns with the current scientific understanding of learning, nor with contemporary conceptions of pedagogy (e.g., Bransford, Brown, & Cocking, 1999;Lonka, Hakkarainen, & Sintonen, 2000;Mitra, Leat, Dolan, & Crawley, 2010).…”