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More and more we hear the complaint that the gap between research and instruction is widening and a vital sense of motivation is falling between the cracks. It is our vision that intelligent computing systems will become a partner in the reintegration of discovery and learning within the inquiry process. We will address certain issues that must be faced if computer media are to have the characteristics necessary to support this integration. The development of the computer to date has required a careful attention to the syntax and semantics of the rather limited symbol systems we have induced them to use. A capacity for communicating in multiple modalities with non-uniform communities of symbol users — for sharing in the discovery of a pluralistic universe — will demand a quantum leap in our understanding of the pragmatic dimensions of symbol use. In the future the capacity for inquiry must permeate the living architecture of the computer system. A computer program that begins to embody these ideas will be discussed.
‘Computer’ and ‘AI artifact’ are largely synonymous, since they constitute roughly the same ref-erence class and identify the same attribute properties – especially since the primary (or even the only) difference between them is that the AI artifact is explicitly conceived and designed to imi-tate human intelligence under the Turing Test Paradigm, whereas this emulation is not a funda-mental consideration in the more general architecture and production of computers. But AI sci-ence need not adopt that test and corresponding paradigm as being indispensable for a genuinely scientific program of applied epistemology. The discussion that follows seeks to open this ques-tion further, at least, and reveal a problem that appears to be overlooked on most Turing ap-proaches to AI science: those criteria of artifact intelligence invite a paradox, and they might not successfully identify the kind of mentality, human or not, that should be optimized in the design of a useful artifact, after all. [1989 publication with current “Postscript” update added February 2018.]
This is a study of learning situations resulting from pedagogy and digital media focusing on both collaboration and meaning generation in science and on the interactions and interdependencies of these two aspects of a learning environment. With respect to the former special attention was given to what we call 'learning to learn together' (L2L2) a kind of social meta-cognition. With respect to the latter we studied how students made sense of non-intuitive parameters in a newtonian phenomenon. The study took place in the framework of a multi-organizational European R&D project titled 'METAFORA'. We report a design-based research study carried out in a High School in Greece where students used the projects' specially developed on-line platform together with a Newtonian Physics microworld as a solid ground in order to interact and engage in meaningful negotiations concerning the scientific concepts integrated in the ICT tools. The results of this study demonstrate that there is a strong relation between L2L2 processes in Science Education and meaning generation when implementing a platform of shared workspaces.
2017 •
This thesis describes a design-based research study of a recent KCI implementation in a wholeclass inquiry elementary science curriculum called WallCology, focusing on the interaction design aspects of its technological support. From that, the thesis builds a framework for HCI design for the specific context of Knowledge Community and Inquiry (KCI), a CSCL model that guides the design of collective inquiry curriculum in which students work together to advance their collective progress on a set of well-defined learning goals. This design framework comprises a series of conceptual design principles, guidelines for implementing a visual language for interface design, and an ontology of human-computer interactions that could emerge in a KCI enactment, with examples of GUI design solutions to support them.
2008 •
In the present article, a specified Pedagogical Infrastructure Framework, including technical, social, epistemological and cognitive components, is introduced as a conceptual tool for design-based research to examine the design of complex learning settings. The applicability of the framework was assessed by retrospectively exploring an evolving design effort in four, consecutive, undergraduate courses in cognitive psychology. The development of the course design was driven by the principles of the Progressive Inquiry model, such as grounding the inquiry process on students’ authentic knowledge problems, sustained engagement in the elaboration of explanations, the promotion of collaborative activity, or the use of appropriate technological tools to mediate collaborative knowledge creation. The Webbased software system that was utilized in the courses evolved in parallel with the pedagogical development. The results provide insights into the critical aspects of the pedagogical organiz...
The purpose of this chapter is to examine an elementary-school teacher‟s practices of supporting collaborative inquiry. Instead of portraying the classroom teacher either as a transmitter of knowledge or facilitator of learning, it appears essential to understand in details the diversity of roles that a teacher may enact and consider appropriate within the varying day-to day activities in a classroom. We argue that the teacher has a crucial role in leading students into collaborative inquiry learning practices; the role of teacher guidance has, however, often remained unexplained. Even when the pedagogical setting is organized towards collaboration and student-driven inquiry, it does not mean that students will, as a matter of course, collaborate and take collective responsibility for their own learning. Deliberate guiding efforts of teacher oriented toward rooting and cultivating corresponding classroom practices are needed. Getting teachers better involved in designing their own inquiry-oriented curriculum would better capitalize on their creative potential as well as facilitate deeper engagement in developing their own teaching and pedagogy
2017 •
Research on the design of learning environments for K-12 science education has been informed by two bodies of literature: inquiry-based science and Constructionism. Inquiry-based science has emphasized engagement in activities that reflect authentic scientific practices. Constructionism has focused on designing intuitively accessible authoring environments and microworlds that embody the structure of a content domain in program code. Learners build, extend, or explore artifacts to make sense of underlying mechanisms. In this paper, we bridge these bodies of work to argue that interacting with program code of a computational model can facilitate engagement in inquiry-based science. Tinkering with code involves students playfullymanipulating the code of a computational model to generate and pursue goals or questions in the model. We use data from video-recorded interviews with eleven 10th grade students in which they demonstrate their tinkering explorations with code of models of biol...
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