The interrogative model of inquiry and inquiry learning
Author
Editor
- Bashkent Can
Summary, in English
Hakkarainen and Sintonen (2002) praise the descriptive adequacy of Hintikka's Interrogative Model of Inquiry (imi) to describe children's practices in an inquiry-based learning context. They further propose to use the imi as a starting point for developing new pedagogical methods and designing new didactic tools. We assess this proposal in the light of the formal results that
in the imi characterize interrogative learning strategies. We nd that these results actually reveal a deep methodological issue for inquiry-based learning,
namely that educators cannot guarantee that learners will successfully acquire
a content, without limiting learner's autonomy, and that a trade-off between success and autonomy is unavoidable. As a by-product of our argument, we
obtain a logical characterization of serendipity.
in the imi characterize interrogative learning strategies. We nd that these results actually reveal a deep methodological issue for inquiry-based learning,
namely that educators cannot guarantee that learners will successfully acquire
a content, without limiting learner's autonomy, and that a trade-off between success and autonomy is unavoidable. As a by-product of our argument, we
obtain a logical characterization of serendipity.
Department/s
- Cognitive Science
- Educational Sciences
- The Educational Technology Group
- Lund University Information Quality Research Group (LUIQ)
- Theoretical Philosophy
Publishing year
2016
Language
English
Pages
15-33
Publication/Series
Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions
Full text
- Available as PDF - 289 kB
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Document type
Book chapter
Publisher
Springer
Topic
- Humanities
Status
Published
Project
- Knowledge in a Digital World: Trust, Credibility and Relevance on the Web
Research group
- The Educational Technology Group
- Lund University Information Quality Research Group (LUIQ)