The interrogative model of inquiry and inquiry learning
(2016) p.15-33- 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)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/5038680
- author
- Genot, Emmanuel LU and Gulz, Agneta LU
- organization
- publishing date
- 2016
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- host publication
- Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions
- editor
- Can, Bashkent
- pages
- 15 - 33
- publisher
- Springer
- external identifiers
-
- scopus:85085741830
- 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
- 2016-04-04 10:55:34
- date last changed
- 2022-01-29 21:03:55
@inbook{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}}, booktitle = {{Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions}}, editor = {{Can, Bashkent}}, language = {{eng}}, pages = {{15--33}}, publisher = {{Springer}}, title = {{The interrogative model of inquiry and inquiry learning}}, url = {{https://lup.lub.lu.se/search/files/5653810/5038681.pdf}}, year = {{2016}}, }