Abstract
Inquiry learning is an effective approach in science education. Complex technology-enhanced learning environments are needed to apply inquiry worldwide to support knowledge gain and improvement of inquiry skills. In our study, we applied an ecology mission in the SCY-Lab learning environment and tested with 54 students (aged 14–18 years) how its rich technology and complexity could be applied in supporting students’ general inquiry knowledge, transformative inquiry skills, and domain-related knowledge. Reflection questions were applied in supporting inquiry. In this article, we show how different skills and knowledge improved and how these are related with each other.
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Acknowledgments
The SCY ECO mission was developed in the context of the SCY project, which was funded by the European Union (EU) under the Information and Communication Technologies theme of the 7th Framework Programme for R&D (grant agreement 212814). This document does not represent the opinion of the EU, and the EU is not responsible for any use that might be made of its content. We would like to acknowledge the SCY project members as well as teachers and students who participated in the study for their contributions.
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Pedaste, M., Kori, K., Mäeots, M., de Jong, T. (2016). Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment. In: Riopel, M., Smyrnaiou, Z. (eds) New Developments in Science and Technology Education. Innovations in Science Education and Technology, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-22933-1_6
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DOI: https://doi.org/10.1007/978-3-319-22933-1_6
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