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dc.contributor.authorBruce, Bertram C.
dc.date.accessioned2006-03-22T00:00:01Z
dc.date.available2010-06-18T23:42:15Z
dc.date.issued2006-03en_US
dc.date.submitted2006-03-22en_US
dc.identifier.citationInquiry as Both Action and Understanding 2006-03,en_US
dc.identifier.urihttp://hdl.handle.net/10150/106189
dc.description.abstractThere are many approaches to fostering authentic inquiry in educational settings and communities, but many suffer from the inconsistency inherent in top-down approaches. What happens when users are not merely recipients of a design for inquiry, but take an active role in creating that design? This presentation examines three examples: (1) Chickscope, a K-12 science education project, (2) Paseo Boricua, a community in Chicago, and (3) Ethnography of the University, a project in which undergraduates research the lived experiences within the university.
dc.format.mimetypetext/htmlen_US
dc.language.isoenen_US
dc.subjectPhilosophyen_US
dc.subjectCommunity Informaticsen_US
dc.subjectSocial Informaticsen_US
dc.subjectHuman Computer Interactionen_US
dc.subject.otherParticipatory designen_US
dc.subject.otherLearningen_US
dc.subject.otherEducationen_US
dc.titleInquiry as Both Action and Understandingen_US
dc.typePresentationen_US
html.description.abstractThere are many approaches to fostering authentic inquiry in educational settings and communities, but many suffer from the inconsistency inherent in top-down approaches. What happens when users are not merely recipients of a design for inquiry, but take an active role in creating that design? This presentation examines three examples: (1) Chickscope, a K-12 science education project, (2) Paseo Boricua, a community in Chicago, and (3) Ethnography of the University, a project in which undergraduates research the lived experiences within the university.


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