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A narrative approach to studying the diversification of inquiry learning across instructional settings
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Nico Rutten, University of Utrecht, the Netherlands
Wouter R. van Joolingen, University of Utrecht, the Netherlands
Gerdi G.N. Haverkamp-Hermans, University of Bayreuth, Germany
Franz X. Bogner, University of Bayreuth, Germany
Thomas Kretschmer, University of Duisburg-Essen, Germany
Christian M. Stracke, University of Duisburg‐Essen, Germany
Petros Lameras, Coventry University, UK
Augusto Chioccariello, Consiglio Nazionale Delle Ricerche, Italy
Rosa Doran, Nucleo Interactivo de Astronomia, Portugal
Rüdiger Tiemann, Humboldt-Universität zu Berlin, Germany
Timotheos Kastrinogiannis, VELTI, Greece
Jasminka Maravic, Croatian Academic and Research Network, Croatia
Yvonne Crotty, Dublin City University, Ireland
Claire Kelly, Dublin City University, Ireland
Vassiliki Markaki, Ellinogermaniki Agogi, Greece
Angelos Lazoudis, Ellinogermaniki Agogi, Greece
Jani Koivula, University of Helsinki, Finland
Dimitris Polymatidis, SETApps, Greece
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Abstract
In this study we followed a narrative approach to investigate the function that digital, interactive tools can fulfill in inquiry teaching and learning. Such a narrative can be conceived as 'talking through' a lesson in which a teacher supports inquiry with technology. By subsequently coding these narratives we studied the functions that tools can fulfill related to certain learning activities and instructional settings. We have created a template by distilling the coded functions of these tools. This template can be used to find alternative functions for tools, alternative learning activities to support with a tool, and alternative instructional settings for use of the tool as educational support.
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