Fostering Inquiry-based Learning in Technology-rich Learning Environments: The Inquiry Page in the GK-12 Fellowship Program
PROCEEDINGS
Bertram Bruce, Sharon Comstock, University of Illinois, Urbana-Champaign, United States ; Delwyn Harnisch, University of Nebraska, Lincoln, United States ; Bharat Mehra, University of Illinois, Urbana-Champaign, United States
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
This paper analyzes the uses of the Inquiry Page in the National Science Foundation GK-12 Fellowship Program, where scientist-fellows and K-12 teachers partner to integrate the use of computer-based modeling, scientific visualization, and informatics in science and mathematics education. The Inquiry Page is a web-based, knowledge-building tool and community that facilitates and fosters real-world application of inquiry-based learning. The Inquiry Page, then, becomes the nexus between theory and application. This is particularly noted in the sciences, and evident in the context of the GK-12 Fellowship Program.
Citation
Bruce, B., Comstock, S., Harnisch, D. & Mehra, B. (2002). Fostering Inquiry-based Learning in Technology-rich Learning Environments: The Inquiry Page in the GK-12 Fellowship Program. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 340-341). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from https://www.learntechlib.org/primary/p/9296/.
© 2002 Association for the Advancement of Computing in Education (AACE)
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Cited By
View References & Citations Map-
The Inquiry Page: Collaborative Technology into Practice
Bertram Bruce & Sharon Comstock, University of Illinois, Urbana-Champaign, United States; Delwyn Harnisch, Teachers College, University of Nebraska, Lincoln, United States
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2376–2378
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