Science Inquiry and Students with Visual
Impairment
Margilee Hilson, Ph.D., Classroom Teacher, Columbus City
Schools, mhilson.4@gmail.com
Tiffany Wild, Ph.D., Assistant Professor, The Ohio State University,
wild.13@osu.edu
Introduction
Inquiry-based science instruction has its roots in the theory of
constructivism. Instruction designed upon this theory is meant to mimic the
knowledge acquisition process of scientists and was based on the cognitive
developmental theory of Jean Piaget. In educational settings, this approach
emphasizes the active involvement of the students
both physically and
mentally. Knowledge is thought to be gained by applying existing knowledge
to problems and then confirming or revising beliefs in light of new data.
Science curriculum documents that have been written in recent years have
distilled the components of inquiry-based instruction into five essential
elements:
1. Learners are engaged by scientifically oriented questions
2. Learners give priority to evidence, which allows them to develop and
evaluate explanations that address scientifically oriented questions.
3. Learners formulate explanations from evidence to address scientifically
oriented questions.
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