PROCESS SUPPORT FOR COLLABORATIVE INQUIRY LEARNING

Abstract

In science, the term model refers to a schematic, simplified and idealized representation of an object or a domain, in which the relations and functions of the elements are made explicit. Modeling is understood as the activity of creating, manipulating and using models. This article presents a discussion of how collaborative modeling activities, an essential part of collaborative inquiry learning, can be facilitated by supporting group processes either by embedding concrete learning tools or through externalized learning process specifications that can provide scaffolding or feedback. We illustrate these design options with a small-scale classroom study where a collaborative modeling environment called Cool Modes was employed to support students as they investigated topics of proba- bility. The study involved multiple learner groups who first worked on a task individually or in small groups, and then pooled their results as part of an inquiry cycle.