Progressive inquiry learning for children — Experiences, possibilities, limitations

Abstract

SUMMARY During the past two decades, a constructivist approach to learning and knowledge has become dominant in educational psychology, especially in science education. Learning is viewed as an active, constructive process rather than a passive, reproductive process. However, our ways of instruction have not changed as much as our ideas which also need theoretical clarification. This article first challenges some claims that are made about differences between children and adults as learners. Evidence is presented according to which children's early and primary school learning exhibits features that previously were thought typical of adult learners only. Second, the idea of child-centred primary education is reconceptualised in the light of theories on expertise, conceptual change and epistemological development. Third, a theoretical approach to learning, based on questions, is explored. We call this approach progressive inquiry learning. Fourth, we present some evidence of computer-supported learning environments for children that fit our theoretical approach.