Division on Visual Impairments

VIDBE Quarterly Volume 60(3)

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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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. 28

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