Abstract
This chapter describes the development of the web-based inquiry learning environments as part of CoReflect, a finalized 3-year EC project involving seven countries. In CoReflect, interactive web-based materials for data-driven inquiry using the web-based platform STOCHASMOS were developed. The learning environments (LEs) embrace the guided constructivist approach to learning and support collaborative and reflective work. Teachers were engaged in the design and implementation of the LEs so that a mechanism could be developed for subsequent scale-up within Europe. All LEs were implemented at least three times and in two different countries. The final versions are available from coreflect.org. This chapter focuses on experiences from the first two implementations and gives an overview of the implementations of four LEs, discussing findings and student outcomes. Results are related to earlier research on the use of socio-scientific issues in the teaching of science.
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Acknowledgments
This work was funded by the “Science in Society” Initiative of the Seventh Framework Research Programme (FP7) of the European Community, under the CoReflect grant (217792) coordinated by the Cyprus University of Technology. Opinions, findings, and conclusions are those of the authors and do not necessarily reflect the views of the funding agency. We would like to thank the remaining lead CoReflect partners (Costas P. Constantinou, Marianne Cutler, Vassilis Kollias, and Hans van der Meij) and their collaborators, who all worked with the CoReflect LEs. We also appreciate the contribution of all members of the Local Working Groups in each country. The names of these LWG members are too many to enumerate here. For more information about the CoReflect project and each LWG, please visit http://www.coreflect.org.
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Redfors, A. et al. (2014). CoReflect: Web-Based Inquiry Learning Environments on Socio-scientific Issues. In: Bruguière, C., Tiberghien, A., Clément, P. (eds) Topics and Trends in Current Science Education. Contributions from Science Education Research, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7281-6_34
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