Collaborative-inquiry learning in the environment. Design experiment with distributed face-to-face and mobile scaffolds
In this study, learning with mobile tech-nologies is grounded in theories of cognitive tools and distributed scaffolding, which were applied to scaffold collaborative-inquiry learning on a nature trail. Thegeneral aim of this study was to design, implement and evaluate the case for collaborative inquiry into learning in the environment. The group (n=22) of primaryschool pupils worked for two hours, in six triads andtwo dyads, observing traces of animate and inanimateobjects in the wild. The results showed considerabledifferences in the nature of the discourse and inquiry learning. It can be concluded that minimally guidedinstruction where scaffolds are distributed amongpupils is not enough to advance a collaborative inquiry learning.
Jari Laru Sanna Jarvela
Educational Technology Research Unit Faculty of Education University of Oulu,Finland
国际会议
北京
英文
225-227
2008-03-01（万方平台首次上网日期，不代表论文的发表时间）