Inquiry learning is way of learning in which learners act like scientists and discover a domain by employing processes such as hypothesis generation, experiment design, and data interpretation. The sequence of these learning processes and the choice for specific actions (e.g., what experiment to perform) are determined by the learners themselves. This student centeredness makes that inquiry learning heavily calls upon metacognitive processes such as planning and monitoring. These inquiry and metacognitive processes make inquiry learning a demanding task. When inquiry is combined with modelling and collaboration facilities the complexity of the learning process even increases. To make inquiry learning successful, the inquiry (and modelling and collaborative) activities need to scaffolded. Scaffolding can mean that the learning environment is structured or that learners are provided with cognitive tools for specific activities. AI techniques can be used to make scaffolds more adaptive to the learner or to developments in the learning process. In this presentation an overview of (adaptive and non-adaptive) scaffolds for inquiry learning in simulation based learning environments will be discussed.details will follow.
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