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Case Studies of Scaffolded On-Line Inquiry in Primary and Secondary Classrooms: Technology and Inquiry in a Science Context
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Author(s): Rachel Sheffield (Curtin Uniiversity, Australia)and Geoff Quinton (Curtin University, Australia)
Copyright: 2017
Pages: 16
Source title:
Optimizing K-12 Education through Online and Blended Learning
Source Author(s)/Editor(s): Nathaniel Ostashewski (Athabasca University, Canada), Jennifer Howell (Curtin University, Australia)and Martha Cleveland-Innes (Athabasca University, Canada)
DOI: 10.4018/978-1-5225-0507-5.ch013
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Abstract
The chapter examines the alignment of science inquiry skills to the information literacy framework (Bent & Stubbings, 2011) and considers how these skills were supported by a range of web 2.0 tools using the TPACK framework to create an on-line scaffolded inquiry in two school contexts. Two case studies of inquiry around the pedagogy of ICT skills are examined here; one study in six grade seven high school classes and the other in a single extension group of twenty-five primary students from grade five to grade seven. In addition the affordances and limitations of the technology tools are assessed to determine how the scaffolded on-line inquiry process could be implemented in schools. In conclusion the chapter describes how in these cases, scaffolded on-line inquiry provides an opportunity for students to create an authentic, rich and detailed inquiry around their focus utilising a range of ICT tools and strategies.
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