The interrogative model of inquiry and inquiry learning
Genot, Emmanuel; Gulz, Agneta (2016). The interrogative model of inquiry and inquiry learning In . Can, Bashkent (Ed.). Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions, 15 - 33: Springer
Book Chapter
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Published
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English
Authors:
Genot, Emmanuel
;
Gulz, Agneta
Department:
Cognitive Science
Educational Sciences
The Educational Technology Group
Lund University Information Quality Research Group (LUIQ)
Theoretical Philosophy
Project:
Knowledge in a Digital World: Trust, Credibility and Relevance on the Web
Research Group:
The Educational Technology Group
Lund University Information Quality Research Group (LUIQ)
Abstract:
Hakkarainen and Sintonen (2002) praise the descriptive adequacy of Hintikka's Interrogative Model of Inquiry (imi) to describe children's practices in an inquiry-based learning context. They further propose to use the imi as a starting point for developing new pedagogical methods and designing new didactic tools. We assess this proposal in the light of the formal results that
in the imi characterize interrogative learning strategies. We nd that these results actually reveal a deep methodological issue for inquiry-based learning,
namely that educators cannot guarantee that learners will successfully acquire
a content, without limiting learner's autonomy, and that a trade-off between success and autonomy is unavoidable. As a by-product of our argument, we
obtain a logical characterization of serendipity.
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