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Empowering next generation learners : Wiki supported Inquiry Based Learning ?

In this article we discuss an Inquiry Based Learning (IBL) design for high school science teaching. IBL is defined as iterative cycles of Ask, Investigate, Create, Discuss, Reflect. We developed over 5 years a teaching design involving students in collaborative writing supported by collaborative writing spaces (Wikis). The general goals were to develop in-depth biological knowledge, scientific argumentation and high-level knowledge-building in information-dense environments, and evolution of student's Notion Of Science (NOS). Each course lasted one year and covered different chapters of biology at different points in the curriculum. Students produced a collection of collective documents framed as help to prepare their exams, rather than a public showcase of their knowledge or that of the teacher. We adopted a Design Based Research framework, geared towards refining the design and to create design rules for wikis in IBL. We used data from the Wiki server histories, student surveys, marks, and other sources. The design in its current form and a few major design rules derived during the process will be discussed. Preliminary findings suggest that adequate computer technologies such as wikis can be effective cognitive tools in an IBL design, by supporting collaborative writing activities and epistemic confrontation geared towards knowledge building. They also support the idea that effective learning strategies to empower students in a technological info-dense world should include active focused collaborative productions and encourage the use of complex rather than popularized literature.