Emerging Technologies for Inquiry-Based Learning in Science

Inquiry based learning is a student-centered, active learning approach which is based around activities such as asking questions and solving problems, as opposed to more traditional approaches which tend instead to emphasize the memorizing of factual information and the provision of specific answers to questions set by others, such as teachers and examination boards. Science would seem to provide an ideal context for inquiry based learning, as professional science practice involves the utilization of just such skills. However, in the UK at least, formal science learning in schools tends to more closely resemble the traditional model as described above. It is in this context where concerns are raised (and revisited at intervals) about a perceived lack of interest in science among both school students and the general public, and a resulting reduction in the numbers of young people who opt to study some science subjects at advanced level. Alongside potential economic and labour market consequences of this disinterest, there are also social and cultural consequences. This is because science forms an important part of the culture of industrialized (and industrializing) societies, and therefore a measure of scientific understanding is necessary if people are not to be largely excluded from participating in many topical debates. However, exactly how we can enthuse (or re-enthuse) people with science remains largely unclear. One way might be through adopting different, arguably more interesting and motivational approaches to science education. Technology has moved the possibilities for learners of hands-on work in science far beyond the boundaries of the traditional school laboratory. For example, learners, even very young ones, can now utilise adapted and simplified versions of the types of equipment that professional scientists use to collect and analyse environmental data, or experiment with realistic computer simulations of events that they would be unable to access in the real world. The aim of this workshop is to promote discussion and collaboration among educational practitioners and researchers, and others with an interest in using new technologies to stimulate learners' enthusiasm for science topics, and to explore ways in which emerging technologies can be appropriated for use in scientific investigations in schools and beyond, to bring about a more engaging and hands-on approach to science learning. To this effect, we introduce six contributions which have in common a concentration on inquiry based learning with emerging technologies, but are grounded in very different domains. In our own paper (with David …