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Title:
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SCRIPTING PERSONAL INQUIRY: A CONTRADICTION IN TERMS? |
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Author(s):
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Eileen Scanlon,* Lucinda Kerawalla, Paul Mulholland, Ann Jones, Mark Gaved, Trevor Collins, Karen Littleton, Canan Blake, Marilena Petrou |
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ISBN:
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978-972-8924-99-7 |
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Editors:
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Inmaculada Arnedillo Sánchez and Pedro Isaías |
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Year:
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2010 |
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Edition:
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Single |
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Keywords:
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Inquiry learning, science education, mobile learning, formal and semi-formal settings, toolkits |
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Type:
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Short Paper |
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First Page:
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301 |
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Last Page:
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306 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This paper reports on work in progress on a project investigating the use of scripted inquiry learning. We report on our investigations on inquiry learning and mobile technologies in formal and informal science learning settings. We compare the findings from a number of trials investigating the use of scripted inquiry learning in a range of formal classroom settings and our recent trial in a semi-formal after club setting. Our aim is to understand the ways in which we can support scripted inquiry learning, and we report on our design decisions in support of scripting personal inquiry learning. We also report on the tradeoffs between increased personalisation and increased demands for flexibility in a scripted inquiry support tool. |
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