The document discusses inquiry-based science teaching and scenarios for its implementation. It describes key features of inquiry-based science teaching as including ill-defined, open-ended learning activities; experiments and practical experiences; emphasis on student autonomy; and peer communication. Two scenarios are proposed: the first involves students investigating the industrial landscape around a bridge, and the second uses smartphones and tools to support collaborative work during a site visit. The document advocates for the convergence of Web 2.0 tools, ubiquitous computing, and semantic technologies to enhance student experiences with inquiry-based learning.

1. Inquiry-Based Science
Teaching Scenarios
FIP CO320 Course Introduction
S. Garlatti
JM. Gilliot
I. Rebai

2. Inquiry-Based Science
Teaching V. 1

3. Inquiry Based Science Teaching: IBST V. 1

IBST features
• Authentic and problem-based learning activities which are illdefined and have several answers
• A certain amount of experimental procedures, experiments and
activities involving practical experience of equipment and
including searching for information;
• Self regulated learning sequences where student autonomy is
emphasized;
• Discursive argumentation and communication with peers
("talking science").
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

4. Inquiry Based Science Teaching: IBST V. 1
 The
complete problem
• Problem 1: understand the industrial landscape in
the area of the bridge (Brest is a shipbuilding
arsenal for the Navy).
• Problem 2: understand what is the historical and
technological method of problem solving that led to
the construction of the swinging bridge.
• Problem 3: understand the rotating mechanism of
the swinging
http://plates-formes.iufm.fr/ressources-ehst/spip.php?rubrique17
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

5. Inquiry Based Science Teaching: IBST V. 1
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Vestige
Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

6. Inquiry Based Science Teaching: IBST V. 1
Prototypical Scenario
1. Problem analysis in small groups
2. Activation of prior knowledge
3. Elaboration of a strategy to find needed information
(define collaborative and cooperative activities)
4. Collaborative work and exploitation
5. Collaborative report writing
6. Institutionalization / discussion
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

7. Inquiry Based Science Teaching: IBST V. 1

Historical reading and understanding of an
industrial landscape (scenario stage 4)
• Photograph all elements of the current landscape with historical
aspects about cranes and bridges of the arsenal,
• Locate the different elements on a current map of Brest,
• Identify and photograph the actual bridges and cranes linked
existing bridges and cranes from previous: what continuities ?
What ruptures?
• Store and publish information on the corresponding tools.
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

8. Inquiry-Based Science
Teaching V. 2

9. Web 1.0 – Web 2.0
Webmestre
Site Web
Utilisateur
Utilisateur
Utilisateur
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

10. Réseaux sociaux & nuages
Données
&
Traitements
•Self Generated content
•Blogs
•Wikis
•Balisage (tags)
•Gestion collective de liens
(social bookmarking)
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Brouillage entre
formel et informel
Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
•Recherche
•Fils de nouvelles
•Syndication
•Filtrage
•Recommandation
Visualisations variées
Identité
numérique

11. Mobilité et objets
•Localisation
•Identification
•Reconnaissance
Données
&
Traitements
Wikitude
6th sense
Ville augmentée
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
•Localisée
•Intégré dans
l’environnement
•Consolidée
•Partout
•Toujours
•Interconnecté ?
•Contextuel ?

12. Inquiry Based Science Teaching: IBST V. 2
Prototypical Scenario
1. Problem analysis in small groups
2. Activation of prior knowledge
3. Elaboration of a strategy to find needed information
(define collaborative and cooperative activities)
4. Collaborative work and exploitation
5. Collaborative report writing
6. Institutionalization / discussion
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

13. Inquiry Based Science Teaching: IBST V. 2
 Smartphones
• Camera,
• GPS
• Network access
 Three
groups
• Site visit
• Information seeking in navy museum
• Information seeking in local public records
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

14. Inquiry Based Science Teaching: IBST V. 2
 Recommend
suitable entities
Resources, activities, tools, persons, …
– Depending on the current situation without any human
interventions
 Push
mode
• Groups or individuals can be notified according to
the situation changes.
• The group/individual can select or not one of the
given recommendations.
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

15. Inquiry Based Science Teaching: IBST V. 2
 Three
Push modes
• Recommend information from Navy museum and
local public records retrieved by other group
members or subgroup according to the needed
domain concepts identified on the port and/or the
current activities
• Recommend and provide information from subgroup
visiting the port to other subgroups or group
members
• Recommend checking some domain concepts
missed by students or subgroups on the port.
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

16. Inquiry Based Science Teaching: IBST V. 2
 Pull
Mode
• A query filters concepts, resources, activities and
persons
• Write queries
- On relevant domain concepts like “crane”, “bridge”, etc.
according to the current context (activities and localization),
- On retrieved information from other group members or
subgroups according to activities and/or localization
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

17. Inquiry Based Science Teaching: IBST V. 2
 Is-it
possible to manage
• Context Awareness,
• Adaptation
• Seamless Learning
By Search engine like
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

18. Inquiry Based Science Teaching: IBST V. 2
We need a kind of
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

19. Inquiry Based Science Teaching: IBST V. 2
Activities
Tool families
Content produced
Searching
information
Search engines,
Social book-marking,
Blogs, Wikis, etc.
Shared bibliography
Annotations, Notes,
images, videos, etc.,
potentially geo-localised.
Site visit
Smart terminal with
Camera, GPS and
CMS
Group
Chat, Microblogging,
communication
Voice, Video, etc.
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Geo-localised text, pictures,
videos.
Real-time information
sharing for work group
coordination.
Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

20. Inquiry Based Science Teaching: IBST V. 2
Activities
Collaborative
Collected Data
analysis
Collaborative
Report writing
Tool families
Maps
Mind map tools.
Shared bibliography
Annotations, Notes,
Images, Videos, etc.
and Collaborative
Writing Tools
Peer assessment Collected Group work
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Content produced
Knowledge restructuration
Final report : knowledge
construction
Quality analysis, Hints,
Rating based on an
assessment scheme
Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

21. Conclusions
 Convergence
of
1. WEB 2.0 Tools
2. Ubiquitous & Mobile Computing
3. Semantic Web
Main Issue
How could we change our practices and/or activities to
enhance user’s experiences?
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Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

22. Internet of Things

23. Internet of Things
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24. Google Glass
 https://www.youtube.com/watch?v=vG9vfjdcmRw
 https://www.youtube.com/watch?v=yRrdeFh5-
io&list=PLyR4fvjGTgA47JSh5X4sVoUdigAbJiNo&index=4
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