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Suchman's book, Plans and Situated Actions: The Problem of Human-machine Communication (1987), provided a novel approach to the study of human-computer interaction (HCI). By adopting an anthropological approach to sensemaking and interpretation, Suchman was able to demonstrate how both action and planning were situated in the context of a flow ...
Lucy Suchman. Lucy Suchman is Professor Emerita of Anthropology of Science and Technology in the Department of Sociology at Lancaster University, in the United Kingdom, [1] also known for her work at Xerox PARC in the 1980s and 90s. Her current research extends her longstanding critical engagement with the field of human-computer interaction to ...
Inquiry-based learning. Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
Inquiry education (sometimes known as the inquiry method) is a student-centered method of education focused on asking questions.Students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers; teachers are encouraged to avoid giving answers when this is possible, and in any case to avoid giving direct answers in favor of asking more questions.
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert.
Models of scientific inquiry. Models of scientific inquiry have two functions: first, to provide a descriptive account of how scientific inquiry is carried out in practice, and second, to provide an explanatory account of why scientific inquiry succeeds as well as it appears to do in arriving at genuine knowledge.
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