ABSTRACT

This chapter gives an account of the research that was carried out in the Tools for Exploratory Learning Programme with the novel semi-quantitative modelling tool, IQON, looking at how pupils between the ages of 11 and 14, reasoned when working with such a tool. An often cited example of a tool for exploratory learning is that of a microworld. Although there are many different kinds of microworld, common to most descriptions of them is the notion that learners are provided with a collection of ‘objects’ that have specific behaviours which allow the learners to explore a given set of concepts or phenomena. Initially within the programme a distinction had been made between expressive and exploratory tools, where expressive ones were modelling systems, spreadsheets and shells of various kinds whereas exploratory tools were microworlds, simulations, etc. Such a distinction appeared too limited both in terms of the tools and pupils' activity using them. Thus another major innovation of the programme was to define two modes of learning activity: exploratory and expressive. The exploratory mode permits pupils to investigate the views of another about a domain, views often quite different from their own. The expressive mode allows pupils to represent their own ideas about a domain, reflecting on and exploring their own models. Given software tools can be used in both modes of learning activity.