The dynamic nature of inquiry is based on the generation of intuitive explanations and acquiring of new scientific information, which in turn make new research questions and more elaborate working theories accessible to the students, theories that could not have been anticipated in the beginning of the inquiry. Through generating new questions, searching repeatedly for new information and constructing more and more articulated working theories, a student moves step by step toward answering the initial big question. Cognitive research indicates that advancement of inquiry can be substantially elicited by relying on socially distributed cognitive resources, and collaborative efforts to advance shared understanding. There is, further, a growing body of evidence that cognitive diversity and variation in the fields of expertise promote knowledge advancement and cognitive growth. On understanding scientific knowledge.
Software goes to school.
Oxford University Press, Oxford. Communications of the ACM, 36. An inquiry into the nature and implications of expertise. Acta Philophica Fennica, Vol. Societas Philosophica Fennica.