How can we create contexts to support inquiry-based learning?

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From the Cheche Konnen project

References

Beyer, B. K. (1971). Inquiry in the social studies classroom: A strategy for teaching. Columbus, OH: Charles E. Merrill.

Brown, John Seely, & Duguid, Paul (1993, March). Stolen knowledge. Educational Technology , pp. 10-15.

Falk, John H. (2005, July). Free-choice environmental learning: Framing the discussion. Environmental Education Research, 11(3), 265-280.

Lake, Kathy (1994, May). Integrated curriculum. School Improvement Research Series, Close-up #16. Portland, OR: Northwest Regional Educational Laboratory.

Rosebery, Ann S., Warren, Beth, & Conant, Faith R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2(1), 61-94.

teachers.tv. Early years – from Reggio Emilia to the West Midlands. (resources site with 30-min video)

How can scaffolds for learning be provided?

References

Engestrom, Yrjo–activity theory, expansive learning, network learning

Kaptelinin, Victor, & Nardi, Bonnie A. Activity theory: Basic concepts and applications. In C. D. Lee and P. Smagorinsky (eds.), Vygotskian perspectives on literacy research: constructing meaning through collaborative inquiry. (pp. 51-85). New York: Cambridge University Press.

Vygotsky, Lev (1930). Mind in society. Cambridge, MA: Harvard University Press.

Wells, Gordon (2000). Dialogic inquiry in education: Building on the legacy of Vygotsky. In Carol D. Lee and Peter Smagorinsky (eds.), Vygotskian perspectives on literacy research: constructing meaning through collaborative inquiry. New York: Cambridge University Press.

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