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“Investigating Human Impact In The Environment With Faded Scaffolded Inquiry Supported By Technologies”

Campbell, T., Longhurst, M., Duffy, A., Wolf, P., & Nagy, R. (2012). Investigating human impact in the environment with faded scaffolded inquiry supported by technologies. Science Activities: Classroom Projects and Curriculum Ideas, 49(4), 99-107.

Todd Campbell, University of Massachusetts Dartmouth
Max Longhurst, Utah State University
Aaron Duffy, Utah State University
Paul Wolf, Utah State University
Robin Nagy, Utah State University

Science Activities: Classroom Projects and Curriculum Ideas, Volume 49, Issue 4, 2012, pp. 99-107

Teaching science as inquiry is advocated in all national science education documents and by leading science and science teaching organizations. In addition to teaching science as inquiry, we recognize that learning experiences need to connect to students’ lives. This article details how we use a sequence of faded scaffolded inquiry supported by technologies to engage students meaningfully in science connected to their lives and schoolyards. In this approach, more teacher guidance is provided earlier in the inquiry experiences before this is faded later in the sequence, as students are better prepared to complete successful inquiries. The sequence of inquiry experiences shared in this article offers one possible mechanism for science teaching supported by technologies as an exemplar for translating teaching “science as inquiry” into practice.


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