base. As Ogborn (2014) claimed, real inquiry takes some years and requires scientists “full critical attention”, whereas “replicated” inquiry in the classroom is often
intended for very limited time (i.e. half an hour) and relies on pupils’ “intuitive
responses”. These responses “will most often be wrong or misguided, yet seem good
to them, and be difficult to counter” (p.42). Reviewing several studies that empirically examined the inquiry learning process, de Jong and van Joolingen (1998)
identified “intrinsic problems” of pupils in inquiry learning. These problems are
related to hypothesis generation, design of investigations, interpretation of data, and
regulation of learning. Consequently, IBSE might generate a heavy cognitive load
for pupils (Kirschner et al. 2006).
12.5.3 Integration of ICT in IBSE: Challenges to Teachers
Even without ICT integration, proper implementation of IBSE activities is still a
problem for teachers. A number of studies have reported that teachers often find it
difficult to elicit pupils’ ideas about the research questions, to guide pupils in
planning, executing investigations and analysing, interpreting data, and to manage
pupils’ independent learning at different paces (Davis et al. 2006; Hofstein and
Lunetta 2004). ICT provides innovative tools for IBSE, but the use of these tools will
“further complicate the complex web of overlapping factors, which characterise
pedagogical thinking involved in planning and executing lessons” (Rogers and
Twidle 2013, p. 229).
Effective ICT integration assumes that teachers have to learn possibilities of the
ICT tools for their subject, acquire skills to operate the software and hardware, and
get used to troubleshooting technical problems. More importantly, teachers need to
adapt and improve their pedagogical knowledge to be able to design suitable ICT in
IBSE activities and engage pupils in implementation of such activities in the
classroom.
12.5.3.1 Inquiry Teaching Versus Prescriptive Instruction with ICT
Pupils need sufficient instruction and practice time in order to handle laboratory
equipment in the classroom. Recipes like “do this, then do that” might be the fastest
and most convenient way in helping pupils to get over hurdles in manipulating
equipment within a limited time, but it hinders pupils’ minds-on inquiring and
meaning making. Research on practical work often uses the “cookbook” metaphor
to describe this prescriptive instruction (Fig. 12.9).
Considering the ICT integration, extra instructions needed to handle the necessary software might further reinforce the prescriptive nature of ICT-enhanced experimentation/modelling activities. These instructions can unintendedly come to
dominate the activity, although there are practical ways to get around this. For
example, after a cookbook phase for learning to manipulate the tools should come
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T. Ellermeijer and T.-B. Tran
intended for very limited time (i.e. half an hour) and relies on pupils’ “intuitive
responses”. These responses “will most often be wrong or misguided, yet seem good
to them, and be difficult to counter” (p.42). Reviewing several studies that empirically examined the inquiry learning process, de Jong and van Joolingen (1998)
identified “intrinsic problems” of pupils in inquiry learning. These problems are
related to hypothesis generation, design of investigations, interpretation of data, and
regulation of learning. Consequently, IBSE might generate a heavy cognitive load
for pupils (Kirschner et al. 2006).
12.5.3 Integration of ICT in IBSE: Challenges to Teachers
Even without ICT integration, proper implementation of IBSE activities is still a
problem for teachers. A number of studies have reported that teachers often find it
difficult to elicit pupils’ ideas about the research questions, to guide pupils in
planning, executing investigations and analysing, interpreting data, and to manage
pupils’ independent learning at different paces (Davis et al. 2006; Hofstein and
Lunetta 2004). ICT provides innovative tools for IBSE, but the use of these tools will
“further complicate the complex web of overlapping factors, which characterise
pedagogical thinking involved in planning and executing lessons” (Rogers and
Twidle 2013, p. 229).
Effective ICT integration assumes that teachers have to learn possibilities of the
ICT tools for their subject, acquire skills to operate the software and hardware, and
get used to troubleshooting technical problems. More importantly, teachers need to
adapt and improve their pedagogical knowledge to be able to design suitable ICT in
IBSE activities and engage pupils in implementation of such activities in the
classroom.
12.5.3.1 Inquiry Teaching Versus Prescriptive Instruction with ICT
Pupils need sufficient instruction and practice time in order to handle laboratory
equipment in the classroom. Recipes like “do this, then do that” might be the fastest
and most convenient way in helping pupils to get over hurdles in manipulating
equipment within a limited time, but it hinders pupils’ minds-on inquiring and
meaning making. Research on practical work often uses the “cookbook” metaphor
to describe this prescriptive instruction (Fig. 12.9).
Considering the ICT integration, extra instructions needed to handle the necessary software might further reinforce the prescriptive nature of ICT-enhanced experimentation/modelling activities. These instructions can unintendedly come to
dominate the activity, although there are practical ways to get around this. For
example, after a cookbook phase for learning to manipulate the tools should come
146
T. Ellermeijer and T.-B. Tran