Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning

Margus Pedaste; Adrianus W. Lazonder; Annelies Raes; Claire Wajeman; Emily Moore; Isabelle Girault

doi:10.1007/978-3-319-12562-6_4

Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning

Margus Pedaste, Adrianus W. Lazonder, Annelies Raes, Claire Wajeman, Emily Moore, Isabelle Girault

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

Abstract

Inquiry learning in technology-enhanced learning (TEL) environments has potential to support science learning. The “symbiosis” between teachers and TEL environments is needed and, therefore, virtual assistants should be “taught” based on pedagogical theories. These assistants should be dynamically integrated with various learning environments to empower teachers and to provide effective scaffolding to every student during inquiry. Outcomes provided by the student or teacher could serve as input for the virtual assistant in addition to logging of student and teacher interactions. The virtual teacher assistant should be developed in collaboration between researchers and commercial software developers using joint research and development grants.

Original language	English
Title of host publication	Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond: Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard-de-Lans
Editors	Julia Eberle, Kristine Lund, Pierre Tchounikine, Frank Fischer
Publisher	Springer
Pages	17-20
ISBN (Print)	978-3-319-12561-9
DOIs	https://doi.org/10.1007/978-3-319-12562-6_4
Publication status	Published - 2016

Publication series

Name	SpringerBriefs in education
Publisher	Springer

Keywords

METIS-318663
IR-101952

Access to Document

10.1007/978-3-319-12562-6_4

Cite this

Pedaste, M., Lazonder, A. W., Raes, A., Wajeman, C., Moore, E., & Girault, I. (2016). Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning. In J. Eberle, K. Lund, P. Tchounikine, & F. Fischer (Eds.), Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond: Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard-de-Lans (pp. 17-20). (SpringerBriefs in education). Springer. https://doi.org/10.1007/978-3-319-12562-6_4

Pedaste, Margus ; Lazonder, Adrianus W. ; Raes, Annelies et al. / Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning. Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond: Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard-de-Lans. editor / Julia Eberle ; Kristine Lund ; Pierre Tchounikine ; Frank Fischer. Springer, 2016. pp. 17-20 (SpringerBriefs in education).

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abstract = "Inquiry learning in technology-enhanced learning (TEL) environments has potential to support science learning. The “symbiosis” between teachers and TEL environments is needed and, therefore, virtual assistants should be “taught” based on pedagogical theories. These assistants should be dynamically integrated with various learning environments to empower teachers and to provide effective scaffolding to every student during inquiry. Outcomes provided by the student or teacher could serve as input for the virtual assistant in addition to logging of student and teacher interactions. The virtual teacher assistant should be developed in collaboration between researchers and commercial software developers using joint research and development grants.",

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author = "Margus Pedaste and Lazonder, {Adrianus W.} and Annelies Raes and Claire Wajeman and Emily Moore and Isabelle Girault",

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Pedaste, M, Lazonder, AW, Raes, A, Wajeman, C, Moore, E & Girault, I 2016, Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning. in J Eberle, K Lund, P Tchounikine & F Fischer (eds), Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond: Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard-de-Lans. SpringerBriefs in education, Springer, pp. 17-20. https://doi.org/10.1007/978-3-319-12562-6_4

Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning. / Pedaste, Margus; Lazonder, Adrianus W.; Raes, Annelies et al.
Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond: Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard-de-Lans. ed. / Julia Eberle; Kristine Lund; Pierre Tchounikine; Frank Fischer. Springer, 2016. p. 17-20 (SpringerBriefs in education).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

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AU - Moore, Emily

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Pedaste M, Lazonder AW, Raes A, Wajeman C, Moore E, Girault I. Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning. In Eberle J, Lund K, Tchounikine P, Fischer F, editors, Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond: Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard-de-Lans. Springer. 2016. p. 17-20. (SpringerBriefs in education). doi: 10.1007/978-3-319-12562-6_4

Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning

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