The present publication aims to provide educators and other educational stakeholders with evidence and concrete examples of the suitability and usefulness of teaching ICT through a pedagogical approach based on investigation.

In addition, it offers guidance and recommendations for future applications of inquiry-based learning scenarios (IBLS) to teach ICT.

This blueprint is divided in to four main sections. At first, the rational, methodology and outcomes of a surveys conducted with the help of a group of focus teachers are presented. Carried out across 4 European Union Member States – i.e. Cyprus, France, Lithuania, and Spain – this study empirically tested the impact of the (inquiry-based) proposed pedagogical method to teach and learn ICT.

Type

report

Author

Tasos Chovardas, Maria Irakleous, Giuseppe Mossuti and Evita Tasiopoulou

Year

2020

Audience

educational authorities, policy makers, researchers, teachers

Topics

STEM, STEM Education