Creating personal meaning through technology-supported science inquiry learning across formal and informal settings

Stamatina Anastopoulou (1) , Mike Sharples (1) , Sharon Ainsworth (1) , Charles Crook (1) , Claire O'Malley (1) , Michael Wright (1)

1 Learning Sciences Research Institute

In this paper, a novel approach to engaging children in personal inquiry learning is described, whereby they carry out scientific investigations that are personally meaningful and relevant to their everyday lives. The learners are supported by software that guides the inquiry process, extending from the classroom into the school grounds, home, or outdoors. We report on a case study of personal inquiry learning with 28 high school students on the topic of healthy eating. An analysis of how the personal inquiry was enacted in the classroom and at home, based on issues identified from a study of interviews with the children and their teacher is provided. The outcomes showed that learners were alerted to challenges associated with fieldwork and how they responded to the uncertainty and challenge of an open investigation. The study, moreover, raised an unexpected difficulty for researchers of finding the 'sweet spot' between scientifically objective but unengaging inquiry topics, and ones that are personally meaningful but potentially embarrassing. Implications for further research are shaped around ways of overcoming this difficulty.

Mots clés: Social Sciences & Humanities

Domaines: Education

Stamatina Anastopoulou, Mike Sharples, Sharon Ainsworth, Charles Crook, Claire O'Malley, et al.. Creating personal meaning through technology-supported science inquiry learning across formal and informal settings. International Journal of Science Education, 2011, pp.1. ⟨10.1080/09500693.2011.569958⟩. ⟨hal-00704669⟩