generating and validating knowledge through being engaged in practices similar to
those of scientists.
IBSE is an integral component of the intended science curricula in many countries
(Jeskova et al. 2015). In such school science curricula, “inquiry” refers to learning
goals (i.e. understanding of the methods of scientific inquiry and the ability to carry
out scientific inquiry). “Inquiry” also refers to teaching strategies that stimulate and
support pupils to exercise inquiry practices, including hands-on activities, minds-on
discussions and meaning making (Hodson 2009; Minner et al. 2010; NRC 2012).
12.3 Technology for Inquiry Practices in Physics Education
12.3.1 An Open Computer Learning Environment
As known for a long time, ICT can enable physics education in a direction that
brings students in a similar position as researchers in physics (Heck and Ellermeijer
2014). The development of ICT tools for physics education should be driven by a
combination of educational research, curriculum development and innovative technology. We envisioned a scenario of teachers and students using a set of tools for
inquiry-based study of natural and mathematical phenomena. This set of tools is
integrated in one open environment designed for a broad educational setting.
Openness means that it is:
– A flexible, customisable, multipurpose system.
– An environment for solving open problems that need definition, setup, exploration, data processing and analysis, mathematical modelling, and so on; that is
primarily a cognitive tool.
– As much as possible free of didactic context or principles; that is less considered
as a pedagogical tool, but more as a tool for doing physics.
This computer learning environment does not only exist in the minds of software
designers, but it has already been realised to a large extent in the Coach learning and
authoring environment, which is the result of three decades of sustained research and
development work at CMA, Amsterdam, the Netherlands to improve STEM education. “Coach” refers to coaching and support of learning.
A one-sentence description of Coach is as follows: Coach is a single, activitybased, open computer learning environment that is designed for the educational
setting and that offers a versatile set of integrated tools for the study of Science,
Technology, Engineering, and Math (STEM) (Heck 2009). For more detail about the
latest version of Coach, please visit http://cma-science.nl/coach-7-overview.
Coach activities are mostly based on the powerful tools for data logging with
sensors, advanced video measurement up to dynamical modelling. Teachers can use
readymade activities or author new activities to structure the lesson materials
(i.e. experiments, models). Such activities may contain:
12 Stem, Inquiry Practices and Technology in Physics Education
131
those of scientists.
IBSE is an integral component of the intended science curricula in many countries
(Jeskova et al. 2015). In such school science curricula, “inquiry” refers to learning
goals (i.e. understanding of the methods of scientific inquiry and the ability to carry
out scientific inquiry). “Inquiry” also refers to teaching strategies that stimulate and
support pupils to exercise inquiry practices, including hands-on activities, minds-on
discussions and meaning making (Hodson 2009; Minner et al. 2010; NRC 2012).
12.3 Technology for Inquiry Practices in Physics Education
12.3.1 An Open Computer Learning Environment
As known for a long time, ICT can enable physics education in a direction that
brings students in a similar position as researchers in physics (Heck and Ellermeijer
2014). The development of ICT tools for physics education should be driven by a
combination of educational research, curriculum development and innovative technology. We envisioned a scenario of teachers and students using a set of tools for
inquiry-based study of natural and mathematical phenomena. This set of tools is
integrated in one open environment designed for a broad educational setting.
Openness means that it is:
– A flexible, customisable, multipurpose system.
– An environment for solving open problems that need definition, setup, exploration, data processing and analysis, mathematical modelling, and so on; that is
primarily a cognitive tool.
– As much as possible free of didactic context or principles; that is less considered
as a pedagogical tool, but more as a tool for doing physics.
This computer learning environment does not only exist in the minds of software
designers, but it has already been realised to a large extent in the Coach learning and
authoring environment, which is the result of three decades of sustained research and
development work at CMA, Amsterdam, the Netherlands to improve STEM education. “Coach” refers to coaching and support of learning.
A one-sentence description of Coach is as follows: Coach is a single, activitybased, open computer learning environment that is designed for the educational
setting and that offers a versatile set of integrated tools for the study of Science,
Technology, Engineering, and Math (STEM) (Heck 2009). For more detail about the
latest version of Coach, please visit http://cma-science.nl/coach-7-overview.
Coach activities are mostly based on the powerful tools for data logging with
sensors, advanced video measurement up to dynamical modelling. Teachers can use
readymade activities or author new activities to structure the lesson materials
(i.e. experiments, models). Such activities may contain:
12 Stem, Inquiry Practices and Technology in Physics Education
131