Abstract
In this article, we describe a collaborative design initiative with three secondary school teachers to promote the use of Web-based inquiry in the context of a watershed investigation. Design interviews that focus on instructional goals and pedagogical beliefs of classroom teachers were conducted. The interview protocol used a curricular framework for watershed inquiry and the Web-based Inquiry for Learning Science (WBI) instrument to present a range of instruction. The findings from the design interviews guided the development of a new Web-based activity. Differences among users of our environmental education materials are discussed.
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