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Lorem Ipsum Dolor Spring 2016
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sighted peers.
The role of adults is to provide a rich supply of materials and resources,
some everyday but others adaptive to the visual needs of the students. The
environment provided by adults needs to provide extended time and a space
to work that allows students to leave their investigations spread out while they
engage in unrelated activities. Inquiry necessitates time for reflection and
conversation with others about the work in order to develop deep
understanding and to make connections between evidence and meaning.
Adults can help focus the students on using evidence to make sense of their
work through productive questioning (Elstgeest, 2001), modeling multiple
techniques for recording information, and encouraging argumentation among
the students about their work (McNeill & Krajcik, 2011). Above all, adults
need to remember that the bulk of inquiry-based science occurs inside the
student's mind which only requires inner vision (Cattaneo & Vecchi, 2011).
References
Achieve, Inc.(2013) Next Generation Science Standards
http://www.nextgenscience.org/
Banchi H. & Bell, R. (2008). The many levels of inquiry. Science and
Children, 46(2), 26-29.
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