Please use this identifier to cite or link to this item:
|Title:||Building Upon What Is Already There: The Role of Prior Knowledge, Background Information, and Scaffolding in Inquiry Learning|
de Jong, Ton
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Wecker, C., Lazonder, A., Chiu, J., Madeira, C., Slotta, J., Mulder, Y., de Jong, T., Rachel, A., Wiesner, H., & Reimann, P. (2012). Building Upon What Is Already There: The Role of Prior Knowledge, Background Information, and Scaffolding in Inquiry Learning. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 17-24). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||Prior knowledge is one of the most important factors for learning. During the iterative cycles of inquiry learning, learners' prior domain knowledge is modified, refined, and further developed, provided that learners act upon self-assessments of their understanding and that they can actually think of appropriate hypotheses. Furthermore, knowledge about inquiry strategies influences the quality of the learners' inquiry activities, and the lack thereof requires compensatory support. This symposium brings together recent work about the role of prior knowledge for inquiry learning and ways to compensate for the lack of it. The four papers focus on the role of learners' self-assessment of their current understanding for their subsequent inquiry activities, on the gradual refinement of their knowledge on the basis of reflection, and on prior presentation of theoretical background information and concurrent presentation of inquiry strategies as ways to compensate for lack of prior theoretical knowledge and strategy knowledge, respectively.|
|Appears in Collections:||ICLS 2012|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.