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Inquiry-Based Teaching and Learning of Science with Cognitive Assistants

Inquiry-based teaching and learning is recognized as being very effective, but very difficult to use in practice. This paper introduces a computational framework of scientific inquiry as discovery of evidence, hypotheses, and arguments, which can be implemented in a cognitive assistant. With the help of two case studies, it shows how such a cognitive assistant that incorporates knowledge about the scientific inquiry process and about the properties, uses, discovery, and marshaling of evidence, can support inquiry-based teaching and learning.