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Designing internet-based inquiry lessons: an analysis of students' internet search practices
Issue Date: 
Proceedings of the Redesigning pedagogy: research, policy, practice conference, Singapore, May - June 2005.
In recent years increasing emphasis has been placed on the appropriate use of the Internet in schools. However pervasive use of Internet technology alone does not guarantee positive gains in pedagogical strategies, nor does it automatically translate into meaningful learning. Inefficient, haphazard, and disorganized searching for information results in students
either becoming disorientated or retrieving information from unreliable sources. Often this problem has become further compounded due to most Internet-based student activities being poorly guided and students are left on their own to locate and sift relevant information. This paper discusses the findings of a major study conducted in Singapore to assess student Internet
literacy skills and practices. The findings provided the basis for developing a framework of heuristics on which to design and teach Internet-based multidisciplinary, inquiry lessons. This framework enables teachers to build a rich repertoire of cognitive reasoning, research and problem solving skills amongst students.
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