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dc.contributor.authorKyza, Eleni A.en
dc.contributor.authorMichael, Georgiaen
dc.contributor.authorConstantinou, Constantinos P.en
dc.coverage.spatialCY - Λευκωσίαen
dc.date.accessioned2016-02-03T10:11:31Z
dc.date.available2016-02-03T10:11:31Z
dc.date.issued2007
dc.identifier.urihttp://hdl.handle.net/10797/14583en
dc.descriptionΠεριέχει το πλήρες κείμενοel_GR
dc.description.abstractIt is reported that, without appropriate support, students might face several difficulties when engaging in highlevel reasoning in science. This paper discusses the design of a software-based tool to support students’ inquiry. This scaffolding is provided through the use of STOCHASMOS, a web-based platform designed to support teachers’ authoring of inquiry-based learning environments and students’ reflective inquiry practices. In this paper, we present the theoretical background supporting the development of STOCHASMOS, present the platform and discuss findings from a classroom study. The results have wider implications for the design of webbased learning environments and for the role of self- and group-reflections in facilitating inquiry processes with scientific data.en
dc.language.isoengen
dc.publisherUniversity of Cyprusen
dc.relation.ispartofVirtual laboratoriesen
dc.rightsinfo:eu-repo/semantics/openAccessen
dc.titleThe rationale, design, and implementation of a web-based inquiry learning environmenten
dc.typeinfo:eu-repo/semantics/conferenceObjecten
dc.subject.uncontrolledtermReflectionen
dc.subject.uncontrolledtermInquiryen
dc.subject.uncontrolledtermScaffoldingen
dc.subject.uncontrolledtermScience educationen
dc.subject.uncontrolledtermWeb-based platformsen
dc.subject.uncontrolledtermWWWen
dc.contributor.conferenceorganizerLearning in Science Group, University of Cyprusen


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