The interrogative model of inquiry and inquiry learning

Emmanuel Genot; Agneta Gulz

The interrogative model of inquiry and inquiry learning

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Abstract

Hakkarainen and Sintonen (2002) praise the descriptive adequacy of Hintikka's Interrogative Model of Inquiry (imi) to describe children's practices in an inquiry-based learning context. They further propose to use the imi as a starting point for developing new pedagogical methods and designing new didactic tools. We assess this proposal in the light of the formal results that
in the imi characterize interrogative learning strategies. We nd that these results actually reveal a deep methodological issue for inquiry-based learning,
namely that educators cannot guarantee that learners will successfully acquire
a content, without limiting learner's autonomy, and that a trade-off between success and autonomy is unavoidable. As a by-product of our argument, we
obtain a logical characterization of serendipity.

Original language	English
Title of host publication	Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions
Editors	Bashkent Can
Publisher	Springer
Pages	15-33
Publication status	Published - 2016

Subject classification (UKÄ)

Humanities

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MitM_v4.1.1

1 Article

Strategies of inquiry: The ‘Sherlock Holmes sense of deduction’ revisited
Genot, E. J., 2018, In: Synthese. 195, 5, p. 2065-2088
Research output: Contribution to journal › Article › peer-review

Open Access

1 Finished

Knowledge in a Digital World: Trust, Credibility and Relevance on the Web
Felix, C. V., Genot, E., Olsson, E. J., Masterton, G., Ahlstrom-Vij, K., Rendsvig, R. K., Obelitz Søe, S., von Gerber, Y., Fransson, J., Andersson, C., Haider, J., Ilshammar, L., Lindsköld, L., Sundin, O., Kjellberg, S. & Carlsson, H.
Swedish Research Council
2013/01/01 → 2017/12/31
Project: Research

Cite this

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title = "The interrogative model of inquiry and inquiry learning",

abstract = "Hakkarainen and Sintonen (2002) praise the descriptive adequacy of Hintikka's Interrogative Model of Inquiry (imi) to describe children's practices in an inquiry-based learning context. They further propose to use the imi as a starting point for developing new pedagogical methods and designing new didactic tools. We assess this proposal in the light of the formal results that in the imi characterize interrogative learning strategies. We nd that these results actually reveal a deep methodological issue for inquiry-based learning, namely that educators cannot guarantee that learners will successfully acquire a content, without limiting learner's autonomy, and that a trade-off between success and autonomy is unavoidable. As a by-product of our argument, we obtain a logical characterization of serendipity.",

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editor = "Bashkent Can",

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T1 - The interrogative model of inquiry and inquiry learning

AU - Genot, Emmanuel

AU - Gulz, Agneta

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AB - Hakkarainen and Sintonen (2002) praise the descriptive adequacy of Hintikka's Interrogative Model of Inquiry (imi) to describe children's practices in an inquiry-based learning context. They further propose to use the imi as a starting point for developing new pedagogical methods and designing new didactic tools. We assess this proposal in the light of the formal results that in the imi characterize interrogative learning strategies. We nd that these results actually reveal a deep methodological issue for inquiry-based learning, namely that educators cannot guarantee that learners will successfully acquire a content, without limiting learner's autonomy, and that a trade-off between success and autonomy is unavoidable. As a by-product of our argument, we obtain a logical characterization of serendipity.

M3 - Book chapter

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EP - 33

BT - Perspectives on Interrogative Models of Inquiry: Developments in Inquiry and Questions

A2 - Can, Bashkent

PB - Springer

ER -

The interrogative model of inquiry and inquiry learning

Abstract

Subject classification (UKÄ)

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Research output

Strategies of inquiry: The ‘Sherlock Holmes sense of deduction’ revisited

Projects

Knowledge in a Digital World: Trust, Credibility and Relevance on the Web

Cite this