Digital Libraries in the Science Classroom: An Opportunity for Inquiry

Persistent Link:
http://hdl.handle.net/10150/105195
Title:
Digital Libraries in the Science Classroom: An Opportunity for Inquiry
Author:
Wallace, Raven; Krajcik, Joseph; Soloway, Elliot
Citation:
Digital Libraries in the Science Classroom: An Opportunity for Inquiry 1996-09, D-Lib Magazine
Journal:
D-Lib Magazine
Issue Date:
Sep-1996
Description:
Digital Library for Earth Science Education, DLESE
URI:
http://hdl.handle.net/10150/105195
Submitted date:
2004-10-29
Abstract:
Digital libraries offer a unique and unprecedented resource through which teachers can facilitate student inquiry. In the recent National Research Council publication quoted above, National Science Education Standards, emphasis on inquiry is pervasive. Yet, when it comes to textbooks and curricula as they exist today, the clear emphasis is on learning science content disconnected from experience. Although digital libraries can't change pedagogy or textbooks, they can make it possible for students to have access to scientific information and data which interests them, a fundamental requirement for authentic inquiry. Digital libraries can provide teachers with a feasible way to let students pursue their own interests within the bounds of the curriculum and without creating an enormous amount of extra work in providing students with materials to support their investigations. This article will explore the ways in which digital libraries can support inquiry learning. We are looking at the benefits of digital libraries in high schools and middle schools through our experiences with implementation of University of Michigan's Digital Library (UMDL). In particular, we will focus here on students asking their own questions, and learning through sustained inquiry. This article will address the following questions: Why is it important for students to ask their own questions and how does it contribute to inquiry based learning? How do digital libraries help make inquiry learning possible? How is UMDL supporting sustained inquiry? What is our research telling us about tools and techniques needed to make it happen?
Type:
Journal Article (On-line/Unpaginated)
Language:
en
Keywords:
Evaluation; Geographic Information Science; Digital Libraries
Local subject classification:
National Science Digital Library; NSDL; Digital Library for Earth Science Education; DLESE

Full metadata record

DC FieldValue Language
dc.contributor.authorWallace, Ravenen_US
dc.contributor.authorKrajcik, Josephen_US
dc.contributor.authorSoloway, Ellioten_US
dc.date.accessioned2004-10-29T00:00:01Z-
dc.date.available2010-06-18T23:21:24Z-
dc.date.issued1996-09en_US
dc.date.submitted2004-10-29en_US
dc.identifier.citationDigital Libraries in the Science Classroom: An Opportunity for Inquiry 1996-09, D-Lib Magazineen_US
dc.identifier.urihttp://hdl.handle.net/10150/105195-
dc.descriptionDigital Library for Earth Science Education, DLESEen_US
dc.description.abstractDigital libraries offer a unique and unprecedented resource through which teachers can facilitate student inquiry. In the recent National Research Council publication quoted above, National Science Education Standards, emphasis on inquiry is pervasive. Yet, when it comes to textbooks and curricula as they exist today, the clear emphasis is on learning science content disconnected from experience. Although digital libraries can't change pedagogy or textbooks, they can make it possible for students to have access to scientific information and data which interests them, a fundamental requirement for authentic inquiry. Digital libraries can provide teachers with a feasible way to let students pursue their own interests within the bounds of the curriculum and without creating an enormous amount of extra work in providing students with materials to support their investigations. This article will explore the ways in which digital libraries can support inquiry learning. We are looking at the benefits of digital libraries in high schools and middle schools through our experiences with implementation of University of Michigan's Digital Library (UMDL). In particular, we will focus here on students asking their own questions, and learning through sustained inquiry. This article will address the following questions: Why is it important for students to ask their own questions and how does it contribute to inquiry based learning? How do digital libraries help make inquiry learning possible? How is UMDL supporting sustained inquiry? What is our research telling us about tools and techniques needed to make it happen?en_US
dc.format.mimetypetext/htmlen_US
dc.language.isoenen_US
dc.subjectEvaluationen_US
dc.subjectGeographic Information Scienceen_US
dc.subjectDigital Librariesen_US
dc.subject.otherNational Science Digital Libraryen_US
dc.subject.otherNSDLen_US
dc.subject.otherDigital Library for Earth Science Educationen_US
dc.subject.otherDLESEen_US
dc.titleDigital Libraries in the Science Classroom: An Opportunity for Inquiryen_US
dc.typeJournal Article (On-line/Unpaginated)en_US
dc.identifier.journalD-Lib Magazineen_US
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