A great deal of effort has gone into developing open-ended inquiry activities for science education as well as complex computer tools for accessing scientific data to help students learn science. To be successful with these tools and activities, students need to learn a set of inquiry skills and to develop a new mode of classroom work reflective inquiry. In this paper we describe the design of the Progress Portfolio, a software environment to promote reflective inquiry, and we examine the influences of the unique practices and features of classroom contexts on our design process. K@ywOrdS Children, collaborative Iearning, education applications, learner-centered design, inquiry support tools
No takes yet. Share an insight, caveat, or question.
Loh et al. (1998) studied this question.