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Making sense of complexity : Dimensions for designing classroom inquiry activities

Recent developments in scientific research and educational technologies have radically changed the kinds of materials available for use in classrooms. Powerful computer tools like data visualizers, simulations, world wide web browsers and connectivity, and huge databases of information are increasingly being made available for use in instruction across the curriculum. These rich information resources hold the promise of opening up new possibilities for sophisticated student-directed inquiry on complex problems. Students can now find more information on a given topic or question, including up-to-date scientific findings and sophisticated data-generating environments, than they have ever had access to in traditional school libraries and textbooks -in some cases, without leaving the classroom. New education standards (NRC, 1993) call on us to take advantage of such tools to create student-directed inquiry situations, where students engage information in ways that map meaningfully to the work done by scientists.