Designing automated guidance for concept diagrams in inquiry instruction

Representational Guidance for Collaborative Inquiry

Learning by Designing Instruction in the Context of Simulation-based Inquiry Learning

This study compares learning from designing instruction in the context of simulation-based inquiry learning with learning from expository teaching. The domain of instruction was the electricity domain of high-pass and low-pass filters. Participants were students from a technical vocational school. In the experimental condition (N = 21) students created assignments for an imaginary student to he...

Automated Layout of Concept Lattices Using Layered Diagrams and Additive Diagrams

Drawings of concept lattices provide the most common mechanism for the communication of structure extracted from data via the process of formal concept analysis. To communicate structure, diagrams of concept lattices are usually made to be additive. Additive diagrams however suffer from some unaesthetic properties. Alternatively a common graph drawing approach to the layout of partially ordered...

Teacher Perceptions of Inquiry-Based Instruction vs. Teacher-Based Instruction

This applied research was designed to analyze the effectiveness of inquiry-based instruction as compared to teacher-directed instruction in 5th-grade mathematics and science courses at the subject school. The subject school modified mathematics and science curriculum for 3 years and became an Alabama Math, Science, and Technology (AMSTI) [2009] school. AMSTI provided extensive professional deve...

Games of Inquiry for Collaborative Concept Structuring

Google’s project to digitize five of the world's greatest libraries will dramatically extend their search engine reach in the future. Current search-engine philosophy, which asserts that "any search starts with a question to be answered," will need to be advanced in terms of Peirce's philosophy: "Any inquiry begins by creating an hypothesis to be tested or with abduction." As conceptual structu...