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The interrogative model of inquiry and inquiry learning

Genot, Emmanuel LU and Gulz, Agneta LU (2015) In Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions
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... (More)
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. (Less)
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Chapter in Book/Report/Conference proceeding
publication status
published
subject
in
Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions
editor
Can, Bashkent
publisher
Springer
project
Knowledge in a Digital World: Trust, Credibility and Relevance on the Web
language
English
LU publication?
yes
id
747f76e9-01d2-4e27-b687-ece795d4660b (old id 5038680)
date added to LUP
2015-01-31 20:24:40
date last changed
2016-04-16 08:33:06
@misc{747f76e9-01d2-4e27-b687-ece795d4660b,
  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<br/><br>
in the imi characterize interrogative learning strategies. We nd that these results actually reveal a deep methodological issue for inquiry-based learning,<br/><br>
namely that educators cannot guarantee that learners will successfully acquire<br/><br>
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<br/><br>
obtain a logical characterization of serendipity.},
  author       = {Genot, Emmanuel and Gulz, Agneta},
  editor       = {Can, Bashkent},
  language     = {eng},
  publisher    = {ARRAY(0x9a65878)},
  series       = {Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions},
  title        = {The interrogative model of inquiry and inquiry learning},
  year         = {2015},
}