The project developed an approach of 'scripted inquiry learning', where children aged 11-14 years investigated a science topic with their classmates by carrying out explorations between their classroom, homes and discovery centres, guided by a handheld personal computer with connected sensors and GPS for collecting scientific data.
The aim was for children to understand themselves and the world in which they live, through a scientific process of gathering and assessing evidence, conducting experiments and engaging in informed debate. The handheld computers, monitored and supported by their teacher, guide the students through the activities, which can change depending on the profile and input of each individual taking part. Their activities are based around topic themes — Myself, My Environment, My Community — that engage young learners in investigating their health, diet and fitness, their immediate environment and their wider surroundings.
These topics are key elements of the new 21st century science curriculum that requires children to reason about the natural sciences as a complex system and to explore how people relate to the physical world.
The PI Project has produced nQuire -
a new tool for inquiry learning. www.nquire.org.uk
Personal Inquiry - Final Report now available.pdf
Anastopoulou, S., Yang, Y., Paxton, M., Sharples, M., Crook, C., Ainsworth, S. & O’Malley, C. (2010). Maintaining continuity of inquiry learning experiences across contexts: Teacher’s management strategies and the role of technology. Lecture Notes in Computer Science, 6383, 17-29.
Anastopoulou, S., & O'Malley, C. (2009). Issues in scaffolding collaborative inquiry science learning. Symposium in A. Dimitracopoulou, C. O'Malley, D. Suthers, P. Reimann (Eds.), Computer Supported Collaborative Learning Practices - CSCL2009. (Community Event Proceedings)
Anastopoulou, S., Wright, M., Sharples, M., Ainsworth, S., Crook, C., Norton, B. & O’Malley, C., (2009) Personal Inquiry: Lessons Learned. In D. Metcalf, A. Hamilton & C. Graffeo (Eds.) Proceedings of 8th World Conference on Mobile and Contextual Learning, Orlando, Florida, October 28-30, 2009. Florida, US. (Short paper) (Presentation)
Anastopoulou, S., Sharples, M., Wright, M., Martin, H., Ainsworth, S., Benford, S., Crook, C., Greenhalgh, C., & O’Malley, C. (2008). Learning 21st Century Science in Context with Mobile Technologies. In J. Traxler, B. Riordan & C. Dennett (Eds.), Proceedings of the mLearn 2008 Conference: The bridge from text to context, Wolverhampton, UK: University of Wolverhampton. (Proceedings)
With ever more rapid scientific and technical developments affecting every aspect of society – from nanotechnology and genetic engineering to carbon capture and ubiquitous computing – society needs to develop the next generation of citizens to be scientifically literate so that every citizen is empowered to exercise choice in how science is used. The Personal Inquiry project was a research collaboration between the Learning Sciences Research Institute at Nottingham University and the Institute of Educational technology at the Open University, funded under the UK Economic and Social Research Council’s Technology Enhanced Learning Programme.