The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Case Studies of Scaffolded On-Line Inquiry in Primary and Secondary Classrooms: Technology and Inquiry in a Science Context
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.
Related Content
|
Robert John Ceglie.
© 2024.
24 pages.
|
|
Miriam Sanders, Maiya Turner, John A. Williams.
© 2024.
25 pages.
|
|
Mohamed A. Shahat, Khalsa H. Al Bahri, Sulaiman M. Al-Balushi.
© 2024.
18 pages.
|
|
Sandy White Watson.
© 2024.
18 pages.
|
|
Erin K. West, Rachel Nelson, Katherine Chesnutt, James Beeler.
© 2024.
25 pages.
|
|
Franklin S. Allaire.
© 2024.
19 pages.
|
|
Elizabeth Allison, Megan Rzyski, Jen Wallender, Carol PeQueen, Kristie Remaly, M. Amanda Kain, Adam Hiebel.
© 2024.
28 pages.
|
|
|