There are many approaches to fostering authentic inquiry in educational settings and communities, but many suffer from the inconsistency inherent in top-down approaches. What happens when users are not merely recipients of a design for inquiry, but take an active role in creating that design? This presentation examines three examples: (1) Chickscope, a K-12 science education project, (2) Paseo Boricua, a community in Chicago, and (3) Ethnography of the University, a project in which undergraduates research the lived experiences within the university.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/106189 |
| Date | 03 1900 |
| Creators | Bruce, Bertram C. |
| Source Sets | University of Arizona |
| Language | English |
| Detected Language | English |
| Type | Presentation |
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