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    Case Studies of Scaffolded On-Line Inquiry in Primary and Secondary Classrooms: Technology and Inquiry in a Science Context

    Access Status
    Fulltext not available
    Authors
    Sheffield, Rachel
    Quinton, Geoff
    Date
    2015
    Type
    Book Chapter
    
    Metadata
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    Citation
    Sheffield, R. and Quinton, G. 2015. Case Studies of Scaffolded On-Line Inquiry in Primary and Secondary Classrooms: Technology and Inquiry in a Science Context. In Ostashewski, N. and Howell, J. and Cleveland-Innes, M. (ed), Optimizing K-12 Education through Online and Blended Learning, pp. 240-255. Pennsylvania: IGI Global.
    Source Title
    Optimizing K-12 Education through Online and Blended Learning
    DOI
    10.4018/978-1-5225-0507-5.ch013
    ISBN
    9781522505082
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/11594
    Collection
    • Curtin Research Publications
    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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