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Working environment with social and personal open tools for inquiry based learning: Pedagogic and diagnostic frameworks

机译：具有社交和个人开放工具的工作环境，用于基于查询的学习：教学和诊断框架

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The weSPOT project aims at propagating scientific inquiry as the approach for science learning and teaching in combination with today’s curricula and teaching practices The project focuses on inquiry-based learning with a theoretically sound and technology supported personal inquiry approach and it contains three main development aspects: (a) define a reference model for inquiry-based learning skills, (b) create a diagnostic instrument for measuring inquiry skills, and (c) implement a working environment that allows the easy linking of inquiry activities with school curricula and legacy systems. The current work outlines the pedagogical and diagnostic frameworks for scientific inquiry. The pedagogical framework is aimed at supporting informal, self-regulated learning settings as well as the embedding in a formal learning context. The scientific exploration process can take place independently, or in collaboration with others. The diagnostic framework focuses on the pedagogical diagnosis, which will be tailored to the ambitious aim of inferring students' inquiry and meta-cognitive skills as well as domain-specific knowledge from observational data tracked within the weSPOT environment. Pilot studies planned to be conducted in 16 test-beds across 6 EU countries will test the reference model and make use of the diagnostic instrument.
机译：weSPOT项目旨在结合当今的课程和教学实践，将科学探究作为科学学习和教学的方法进行传播。该项目专注于基于探究的学习，具有理论上可靠和技术支持的个人探究方法，它包含三个主要的发展方面： （a）定义基于查询的学习技能的参考模型；（b）创建用于测量查询技能的诊断工具；（c）实施一个工作环境，使查询活动易于与学校课程和遗留系统联系起来。当前的工作概述了科学探究的教学和诊断框架。该教学框架旨在支持非正式的，自我调节的学习环境以及将其嵌入到正式的学习环境中。科学探索过程可以独立进行，也可以与他人合作进行。诊断框架的重点是教学法诊断，将根据雄心勃勃的目标进行量身定制，以从weSPOT环境中跟踪的观测数据推断学生的查询和元认知技能以及特定领域的知识。计划在6个欧盟国家/地区的16个试验台上进行的试验研究将测试参考模型并使用诊断工具。

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