Abstracts - Earli

interaction. Thus, if a person performs and participates competently and unproblematically in anongoing activity such that the actor and other co-participants see it that way, we recognize that‘they understand what’s going on.’ If they do not perform or participate appropriately, we assume‘they do not understand what’s going on.’ Rather than make inferences about possible internalstates of individuals, we argue that it is sufficient to examine in detail the actions and participationof actors where the specific participation of actors serves as their understanding. ReferencesHanks, W. F. (1992). The indexical ground of deictic reference. In A. Duranti & C. Goodwin(Eds.), Rethinking context: Language as an interactive phenomenon (pp. 43-76). Cambridge:Cambridge University Press.C 1329 August 2007 08:30 - 10:30Room: 0.100CSymposiumResearch on technology enhanced inquiry learning environmentsChair: Zacharias Zacharia, University of Cyprus, CyprusOrganiser: Zacharias Zacharia, University of Cyprus, CyprusOrganiser: Ton de Jong, University of Twente, NetherlandsDiscussant: Ton de Jong, University of Twente, NetherlandsInquiry-oriented learning has attracted attention as a context for implementing principles of selfdirectedlearning, active student engagement, metacognitive regulation, and scaffoldedperformance. There is a growing body of evidence that technology enhanced learning (TEL)environments could offer support for inquiry aiding students in the processes of formulatinginvestigations intended to create new knowledge and understanding. However, there are manychallenges concerning the facilitation, implementation, monitoring, and assessment of inquiryoriented TEL that still need to be addressed. The purpose of this symposium is to showcaseresearch work, both more theoreticcal and experimental that addresses these different challenges.The first paper addresses issues related to the facilitation of multiple contemporaneous graphicalformalisms in inquiry learning and their impact on learning outcomes. The second paper addressesissues related to the facilitation of high quality scaffolds in inquiry oriented TEL learningenvironments to support students in an important aspect of inquiry learning: asking questions. Thethird paper addresses issues related to the (intelligent) monitoring and assessment of the steeringcompetence of students within an inquiry oriented TEL environment for a business simulation.The fourth paper seeks to identify and assess different elements of inquiry within the context of acomputer-based modelling approach in elementary school science, namely, argumentation,analogical reasoning and mechanistic reasoning. The fifth paper addresses issues related to theimplementation and enactment of an inquiry oriented TEL through modelling and its impact onstudents’ conceptual understanding. In the symposium we will discuss the current trends inresearch-based design of computer based inquiry learning environments.– 152 –