We describe nQuire, a constraint-based learning toolkit to support a continuity of inquiry based learning between classroom and non-formal settings. The paper proposes design requirements for personal inquiry learning environments that support learning of personally meaningful science topics with development of metacognitive understanding and self-regulation of the scientific process through situated practice. It introduces a generic implementable model of the inquiry process, and describes an instantiation in the nQuire learning environment. An example of the use of the toolkit for a Healthy Eating inquiry with 28 Year 9 students concludes with results of the trial, design issues and recommendations. © 2011 Springer-Verlag Berlin Heidelberg.
CITATION STYLE
Sharples, M., Collins, T., Feißt, M., Gaved, M., Mulholland, P., Paxton, M., & Wright, M. (2011). A laboratory of knowledge-making for personal inquiry learning. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 6738 LNAI, pp. 312–319). https://doi.org/10.1007/978-3-642-21869-9_41
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