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ERIC Number: EJ1074141
Record Type: Journal
Publication Date: 2015
Pages: 45
Abstractor: As Provided
ISSN: ISSN-1814-0556
A Narrative Approach to Studying the Diversification of Inquiry Learning across Instructional Settings
Rutten, Nico; van Joolingen, Wouter R.; Haverkamp-Hermans, Gerdi G. N.; Bogner, Franz X.; Kretschmer, Thomas; Stracke, Christian M.; Lameras, Petros; Chioccariello, Augusto; Doran, Rosa; Tiemann, RĂ¼diger; Kastrinogiannis, Timotheos; Maravic, Jasminka; Crotty, Yvonne; Kelly, Claire; Markaki, Vassiliki; Lazoudis, Angelos; Koivula, Jani; Polymatidis, Dimitris
International Journal of Education and Development using Information and Communication Technology, v11 n2 p184-228 2015
In this study we used a narrative approach to investigate the function that digital, interactive tools can fulfill in inquiry teaching and learning. Such a narrative can be conceived of as "talking through" a lesson in which a teacher supports inquiry with technology. By subsequently coding these narratives, we studied the functions that tools can fulfill related to certain learning activities and instructional settings. We created a template by distilling the coded functions of these tools. This template can be used to find alternative pedagogical functions for tools, alternative learning activities to support with a tool, and alternative instructional settings for use of the tool as educational support. Our template can support the alignment of these different aspects of tool-supported, inquiry-based learning by presenting them in a structured way.
International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site:
Publication Type: Journal Articles; Reports - Research; Guides - Classroom - Teacher
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A