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The Interrogative Model of Inquiry and Inquiry Learning
Philosophy, Lund University–LUX, Lund, Sweden .
Cognitive Science, Lund University, Lund, Sweden.ORCID iD: 0000-0003-3691-8756
2016 (English)In: Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions / [ed] Can Başkent, Springer, 2016, 15-33 p.Chapter in book (Refereed)
Abstract [en]

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.

Place, publisher, year, edition, pages
Springer, 2016. 15-33 p.
Series
Logic, Argumentation & Reasoning: Interdisciplinary Perspectives from the Humanities and Social Sciences, ISSN 2214-9120 ; Vol. 8
National Category
Learning Human Computer Interaction
Identifiers
URN: urn:nbn:se:liu:diva-133563DOI: 10.1007/978-3-319-20762-9_2ISBN: 978-3-319-20761-2 (print)ISBN: 978-3-319-20762-9 (electronic)OAI: oai:DiVA.org:liu-133563DiVA: diva2:1062143
Available from: 2017-01-04 Created: 2016-12-30 Last updated: 2017-01-20Bibliographically approved

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