Abstract
Collaborative shared inquiry and problem solving mediated by electronic networks are now fundamental to every scientific community. We report on the development and evaluation of an information and communications technology (ICT) tool to support learning how to learn together (L2L2) in science education as part of a European Commission (EC)-funded project called “Metafora” (FP7-ICT-2009.4.2/257872). Through literature review, we isolated some key features of L2L2 and inquiry science processes. We turned these into icons within an ICT environment to support planning and reflection of inquiries stimulated by real-world challenges. In this chapter, we report the design-based research study carried out in secondary schools in Spain in order to gain an understanding about the Metafora’s technological and pedagogical affordances to support students’ awareness of the key aspects of learning together and the key scientific inquiry processes. Our findings suggest that the ICT environment may help raise students’ awareness of key collaborative scientific processes. These findings may contribute to the development of tools to support more web-mediated collaborative learning.
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Notes
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“Metafora”—Learning to learn together: A visual language for social orchestration of educational activities. FP7-ICT-2009.4.2 Technology Enhanced Learning, contract no. 257872.
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Acknowledgments
This study was funded by EU-R&D project “Metafora—Learning to Learn Together: A visual language for social orchestration of educational activities” (EC/FP7, Grant agreement: 257872) and partially funded by the Ministerio de Ciencia y tecnología of the Spanish government (project number: EDU2012-32415).
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Pifarré, M., Wegerif, R., Guiral, A., del Barrio, M. (2014). Developing Technological and Pedagogical Affordances to Support the Collaborative Process of Inquiry-Based Science Education. In: Sampson, D., Ifenthaler, D., Spector, J., Isaias, P. (eds) Digital Systems for Open Access to Formal and Informal Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-02264-2_11
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