The Factors Affecting Multimedia-Based Inquiry

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Author(s): Margus Pedaste (University of Tartu, Estonia)and Tago Sarapuu (University of Tartu, Estonia)
Copyright: 2009
Pages: 15
Source title: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
Source Author(s)/Editor(s): Leo Tan Wee Hin (National Institute of Education, Singapore)and R. Subramaniam (National Institute of Education, Singapore)
DOI: 10.4018/978-1-60566-120-9.ch017

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in K-12 Education

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Abstract

The general aim of the present chapter is to focus on the factors influencing simulation-based computersupported inquiry learning in small groups. The authors will give an overview of research that describes different factors influencing inquiry learning and problem solving and will add a dimension of collaborative web-based inquiry from their studies. The evidence from relevant scientific literature as well as the empirical results collected by the authors form the basis for discussion about designing an effective learning environment through a viewpoint of different end-users of our results – especially teachers and software designers. As a result, three additional main factors have been found that should be taken into account in designing support systems for problem solving: i) the level of difficulty of problems, ii) the appropriate sequence of problems, and iii) the characteristics of learners’ groups.

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