The rationale, design, and implementation of a web-based inquiry learning environment

Abstract

It 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.