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Patterns of Guidance in Inquiry Learning
Article

, University of Turku, Finland ; , , University of Helsinki, Finland

Journal of Interactive Learning Research Volume 16, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The purpose of this case study was to examine teacher’ s guidance of inquiry learning project in an ordinary elementary-school classroom. The participants in the study were 21 Finnish grade 4 students (10 years old) from which four students were selected for intensive observation. The technical infrastructure of the study was Computer supported intentional learning environments (CSILE). The project consisted of series of 21 lessons. Each lesson was videotaped, and the contents of transcribed videotapes were analyzed by qualitative content analysis. The analysis revealed that although the teacher was able to straightforwardly guide three more advanced students through the progressive-inquiry cycle, she had a great deal of difficulty in the case of a less advanced student. Effective teacher guidance appears to be a mediated process in respect of requiring an externalized record of students’ inquiry postings or at least a verbalized account of it to help the teacher ground her efforts to guide the students’ deepening inquiry.

Citation

Veermans, M., Lallimo, J. & Hakkarainen, K. (2005). Patterns of Guidance in Inquiry Learning. Journal of Interactive Learning Research, 16(2), 179-194. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2022 from .

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