This document describes an inquiry-based science teaching approach called IBST. It involves problem-based learning activities with multiple solutions, experiments, and self-regulated learning. Students work collaboratively to analyze problems, develop strategies to find information, conduct research, and write reports. Smartphones and mobile tools are used to support field work, information sharing, and real-time collaboration between student groups. The goal is to enable contextual, adaptive, and seamless learning through a personalized recommendation and search system.

1. Inquiry-Based Science
Teaching Scenarios
F2 B 506 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 ill-
defined 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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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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5. Inquiry Based Science Teaching: IBST V. 1
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Vestige

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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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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8. Inquiry-Based Science
Teaching V. 2

9. Web 1.0 – Web 2.0
Webmestre
Site Web
Utilisateur Utilisateur
Utilisateur
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10. Réseaux sociaux & nuages
•Recherche
Données •Fils de nouvelles
& •Syndication
Traitements •Filtrage
•Recommandation
Visualisations variées
•Self Generated content
•Blogs
•Wikis Identité
numérique
•Balisage (tags)
•Gestion collective de liens
(social bookmarking) Brouillage entre
formel et informel
Convergences mobile, sémantique, ubiquitaire, pervasif - F2B506
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11. Mobilité et objets
•Localisée
Données •Intégré dans
•Localisation
& l’environnement
•Identification
Traitements •Consolidée
•Reconnaissance
Wikitude •Partout
6th sense •Toujours
Ville augmentée •Interconnecté ?
•Contextuel ?
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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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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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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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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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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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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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18. Inquiry Based Science Teaching: IBST V. 2
We need a kind of
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19. Inquiry Based Science Teaching: IBST V. 2
Activities Tool families Content produced
Searching Search engines, Shared bibliography
information Social book-marking, Annotations, Notes,
Blogs, Wikis, etc. images, videos, etc.,
potentially geo-localised.
Site visit Smart terminal with Geo-localised text, pictures,
Camera, GPS and videos.
CMS
Group Chat, Microblogging, Real-time information
communication Voice, Video, etc. sharing for work group
coordination.
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20. Inquiry Based Science Teaching: IBST V. 2
Activities Tool families Content produced
Collaborative Maps Knowledge restructuration
Collected Data Mind map tools.
analysis
Collaborative Shared bibliography Final report : knowledge
Report writing Annotations, Notes, construction
Images, Videos, etc.
and Collaborative
Writing Tools
Peer assessment Collected Group work Quality analysis, Hints,
Rating based on an
assessment scheme
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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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